The «A school for all» project
Valeria Minghelli, Ernesto Orsino, Carmen Palumbo, Filippo Gomez Paloma
The normative changes regarding Special Educational Needs herald an important requirement that has, over time, developed within the educational context: the need for the school to represent a real and effective inclusive context. In particular, nursery schools are implicitly conferred an important responsibility and perhaps one that is not sufficiently recognised: the prevention and early screening of potential difficulties, which, if unable to find a favourable educational setting, could give rise to a special educational need. This is where the present action-training project A school for all, aimed at nursery school teachers, comes in, in order to encourage the acquisition of knowledge and skills in the prevention of special educational needs field, with particular attention paid to promoting the development of metaphonological skills, a substrate of reading and writing processes. The training programme envisaged close collaboration between the educational and clinical fields, in the belief that the two worlds must constantly share a dialogue, both in the fruition of a shared language, from an ICF perspective (WHO, 2001), and in identifying coherent and complementary educational and enabling practices. In pursuing this intent, a theoretical, practical and experiential integrated training programme was created, following the embodied approach, leading to incarnate cognition (Wilson and Golonka, 2013). Body and emotions together determine the emotional-existential quality of the experience and, consequently, thoughts and learning about that experience (Oliverio, 2009).
Keywords
Nursery school, Special Educational Needs, Embodied Education, Embodied Cognition Science, Reading and writing processes.
