A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2021-10-02 DOI:10.1080/10665684.2021.2047415

Valentina Migliarini, B. Elder, Simona D’Alessio

引用次数: 2

Abstract

ABSTRACT In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial pilot case study carried out in a school in Rome, Italy, we analyze the challenges that teachers face in including students at the intersections of race, ability, language, and citizenship. In doing so, we intend to advance critical thinking about the use of inclusive tools, and the importance of reframing them through the DisCrit framework. Finally, we suggest that some of the existing inclusive practices exacerbate the exclusion of migrant students with and without disabilities, despite promises of equality for all students.

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意大利以不知情者为中心的全纳教育方法

摘要在这篇文章中，我们提出了DisCrit以知情人为中心的策略，通过公平的视角重塑意大利的包容性教育。我们的目标是通过非正规、跨部门和文化相关的方法，为主流小学的教师提供个性化教育计划和钢琴个性化教学计划的设计和实施的实践。根据在意大利罗马一所学校进行的初步试点案例研究，我们分析了教师在将学生纳入种族、能力、语言和公民身份的交叉点时所面临的挑战。在这样做的过程中，我们打算推进对包容性工具使用的批判性思考，以及通过DisCrit框架重新构建这些工具的重要性。最后，我们认为，尽管承诺所有学生平等，但一些现有的包容性做法加剧了对残疾和非残疾移民学生的排斥。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.