Costruire story maps per setting didattici in una prospettiva inclusiva

Valentina Fonte, Luisa Salmaso

In this paper, we propose a revision of the story map as a tool to be used both in everyday working life and on educational research. This tool is implemented to define educational setting, in an inclusive perspective. According to our hypothesis, story maps, especially as a shared resource, can help researchers, teachers, and anyone who works in the training of special education, to clarify and think about the overall structure of each path, highlighting from time to time problems, main events and solutions taken.

Keywords
Story maps, Educational setting, Inclusive learning, Narration, Model.

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