The aim of this article is to analyze the core of the curriculum-inclusion pair according to a specific interpretation that reconsiders the inclusive identity of scholastic institutes, able to programme a balanced curriculum both in disciplinary demands and Quality of Life remarkable areas, for all students, with and without disabilities. Beginning from the theoretical framework of the Quality of Life, the authors, after the illustration of the issues related to Italian and Brazilian context and referring to two pilot studies with specialized teachers, identify some areas of intervention that could lead to consider the curriculum in an inclusive perspective, without the individualization of specific curricular forms, exclusively devoted to this perspective.

Curriculum and inclusion: critical issues and redefinition lines

Catia, Giaconi;DEL BIANCO, NOEMI;Simone Aparecida Capellini,;Arianna, Taddei
2017

Abstract

The aim of this article is to analyze the core of the curriculum-inclusion pair according to a specific interpretation that reconsiders the inclusive identity of scholastic institutes, able to programme a balanced curriculum both in disciplinary demands and Quality of Life remarkable areas, for all students, with and without disabilities. Beginning from the theoretical framework of the Quality of Life, the authors, after the illustration of the issues related to Italian and Brazilian context and referring to two pilot studies with specialized teachers, identify some areas of intervention that could lead to consider the curriculum in an inclusive perspective, without the individualization of specific curricular forms, exclusively devoted to this perspective.
FrancoAngeli
Internazionale
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11393/243188
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