Inclusion of Students with Autism Spectrum Disorders in Italian Schools: From Theory to Practice
Author(s)
Marzia Mazzer
Affiliation(s)
Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy.
Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy.
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.
KEYWORDS
Autism Spectrum Disorders, Inclusive School, Barriers and Facilitators, Teaching-Learning Strategies, Good Practices
Autism Spectrum Disorders, Inclusive School, Barriers and Facilitators, Teaching-Learning Strategies, Good Practices
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.
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
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