La formazione integrata: un indicatore di qualità dell’integrazione scolastica
Simone Deflorian, Candida Leso, Tania Fornasari, Ilaria Mazza
This article examines an innovative, integrated training programme that was organised in Parma between 2004 and 2006 and that involved various players who work, in different capacities, with persons who have special needs: teachers, education workers, parents, infant neuropsychiatrists, executives and education consultants. They had the opportunity to share their ideas with regard to programmes and practices concerning their day-to-day activity intended to achieve the same aim: social integration of the student with special needs. The integrated training programme «Mettiamo la scuola in comune» (Let’s share the school) was distinguished in an inclusive framework by the adoption of active methodologies designed to stimulate processes based on action and self-observation, on spontaneity and creativity, on perceptive decentralisation, on the internal capacity to read emotions, affections and sensations.
