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    Chapter Dall’inclusione alla valutazione. Spunti di riflessione per una didattica contemporanea

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    Author(s)
    MAIENZA, MATTEO cc
    Language
    Italian
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    Abstract
    Can teachers' capabilities be defined as an environmental factor that can facilitate people with disabilities? To what extent can they be able to facilitate the activity and participation of students with disabilities? The need to combine personal and collective resources is expressed in the multiple inter-actions that occur on the educational and social levels. The roles and functions of assessment is a nodal point in support of the inclusive paradigm, first of all, is linked to the need for individual human fulfilment – that characterizes the ultimate goal of education: an education is only truly suitable for freedom if it is able to guarantee the possibility of realizing the life projects that individuals have reason to choose – secondly, it is necessary to consider the resources that students have at their disposal to achieve the learning objectives. From this perspective, human development do not end with the quantitative dimension of resources, but rather involve complex areas, related partly to social life and partly to the quality of life of individuals.
    URI
    https://library.oapen.org/handle/20.500.12657/96721
    Keywords
    Assessment; Disability; Relationships; School inclusion; Wellbeing
    DOI
    10.36253/979-12-215-0504-7.09
    ISBN
    9791221505047, 9791221505047
    Publisher
    Firenze University Press
    Publisher website
    https://www.fupress.com/
    Publication date and place
    Florence, 2024
    Series
    Studies on Adult Learning and Education, 19
    Classification
    Education
    Philosophy and theory of education
    Pages
    12
    Rights
    https://creativecommons.org/licenses/by/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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