JSS  Vol.3 No.9 , September 2015
Inclusion of Students with Autism Spectrum Disorders in Italian Schools: From Theory to Practice
Author(s) Marzia Mazzer
ABSTRACT

The purpose of this paper is to provide a general overview about the issue of inclusion of students with Autism Spectrum Disorders in Italian Schools. Firstly, we will present an overall picture of the inclusion processes of students with disabilities in the Italian school system. Secondly, we will focus on teaching-learning strategies designed to meet the educational needs of students with ASD and to move towards an “inclusive classroom” in which all students, with their different abilities, are welcomed in the learning community. Finally, in order to put theory into practice, we will discuss a “case study” of a 6-year-old pupil with ASD in an Italian primary school, identifying specific barriers and facilitators to accessibility and inclusion.


Cite this paper
Mazzer, M. (2015) Inclusion of Students with Autism Spectrum Disorders in Italian Schools: From Theory to Practice. Open Journal of Social Sciences, 3, 91-96. doi: 10.4236/jss.2015.39014.
References
[1]   Canevaro, A. and de Anna, L. (2010) The Historical Evolution of School Integration in Italy: Some Witnesses and Considerations. ALTER, European Journal of Disability Research, 4, 203-216. http://dx.doi.org/10.1016/j.alter.2010.03.006

[2]   de Anna, L. (2014) Pedagogia speciale. Integrazione e inclusione. Carocci, Roma.

[3]   Andrich, S. and Miato, L. (2003) La didattica inclusiva. Organizzare l’apprendimento cooperativo. Erickson, Trento.

[4]   Cottini, L. (2011) L’autismo a scuola. Quattro parole chiave per l'integrazione, Carocci, Roma.

[5]   Pavone, M., Ed., (2009) Famiglia e progetto di vita. Crescere un figlio disabile dalla nascita alla vita adulta. Erickson, Trento.

[6]   Cook, L. (2004) Co-Teaching: Principle, Practice, and Pragmatics. Northridge, California.

[7]   Cottini, L. (2004) Didattica speciale e integrazione scolastica. Carocci, Roma.

[8]   Damon, W. (1984) Peer Education: The Untapped Potential. Journal of Applied Developmental Psychology, 5, 331- 343. http://dx.doi.org/10.1016/0193-3973(84)90006-6

[9]   Cornoldi, C. (1995) Metacognizione e apprendimento. Il Mulino, Bologna.

[10]   Friso, G., Palladino, P. and Cornoldi, C. (2006) Avviamento alla metacognizione. Mondadori, Milano.

[11]   Johnson, D.W. and Johnson, R. (1999) Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. 5th Edition, Allyn & Bacon, Boston.

[12]   American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders. 5th Edition, American Psychiatric Association, Washington DC.

[13]   Williams, D. (1992) Nobody Nowhere: The Extraordinary Autobiography of an Autistic. Times Book, New York.

[14]   Gillingham, G. (1995) Autism: Handle with Care! Understanding and Managing Behavior of Children and Adults with Autism. Future Education Inc., Arlington.

[15]   Swaim, K.F. and Morgan S.B. (2001) Children’s Attitudes and Behavioral Intentions Toward a Peer with Autistic Behaviors: Does a Brief Educational Intervention Have an Effect? Journal of Autism and Developmental Disorders, 31, 195-205. http://dx.doi.org/10.1023/A:1010703316365

[16]   Cottini, L. (2013). Che cos'è l'autismo infantile. Carocci, Roma.

[17]   World Health Organization (2001) International Classification of Functioning, Disability and Health: ICF. World Health Organization, Geneva.

[18]   Waltz, M. (2005) Reading Case Studies of People with Autistic Spectrum Disorders: A Cultural Studies Approach to Issues of Disability Representations. Disability & Society, 20, 421-435. http://dx.doi.org/10.1080/09687590500086575

[19]   Milton, D.E.M. and Bracher, M. (2013) Autistics Speak but They Are Heard? Journal of the BSA MedSoc Group, 7, 61-69.

[20]   O’Neil, S. (2008) The Meaning of Autism; Beyond Disorder. Disability & Society, 23, 787-799. http://dx.doi.org/10.1080/09687590802469289

[21]   Zappaterra, T. (2009) L’occhio interno della disabilità. Handicap e valore formativo dell’autobiografia. In: Mannucci A. and Collacchioni, L., Eds., L’avventura formativa tra corporeità ed emozioni, Edizioni ETS, Pisa, 199-218.

[22]   Peck, C.A., Donaldson, J. and Pezzoli, M. (1990) Some Benefits Non-Handicapped Adolescents Perceive for Themselves from Their Social Relationships with Peers Who Have Severe Disabilities. Journal of the Association for Persons with severe Handicaps, 15, 241-249.

[23]   Grenot-Scheyer, M., Staub, D., Peck, C.A. and Schwartz, I.S. (1998) Reciprocity and Friendships: Listening to the Voices of Children and Youth with and without Disabilities. In: Meyer, L.H., Park, H.S., Grenot-Scheyer, M., Schwartz, I.S. and Harry, B., Eds., Making Friends: The Influences of Culture and Development, Paul H. Brookes, Baltimore, 149- 167.

[24]   Smorti, A. (1994) Il pensiero narrativo. Costruzione di storie e sviluppo della conoscenza sociale. Giunti, Firenze.

[25]   Sorzio, P. (2002) La ricerca qualitativa in educazione. Problemi e metodi. Carocci, Roma.

[26]   Santoianni, F. and Striano, M. (2005) Strutture della conoscenza. Linguaggi del pensiero. Pisanti, Napoli.

[27]   Comoglio, M. (1998) Educare insegnando. Apprendere e applicare il cooperative learning. LAS, Roma.

[28]   Booth, T. and Ainscow, M. (2011) Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education, Bristol.

 
 
Top