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This Author published in this journals
All Journal International Journal of Educational Innovation and Research Journal of Education For Sustainable Innovation
Montanari, Mirca
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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For sustainable educational design for all Montanari, Mirca
International Journal of Educational Innovation and Research Vol. 2 No. 1 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i1.3967

Abstract

This contribution intends to propose some reflections on sustainable and accessible educational design, starting from the analysis of today’s educational contexts called upon to promote processes of pedagogical revisitation on the wave of both the profound discomforts and the unprecedented opportunities offered by the pandemic. In the name of the generative gaze that should accompany every process of change between past and future, between awareness achieved and the search for new territories to be explored, the school narrative of a pupil with special needs is proposed, aimed at enhancing the inclusive design interventions concerted and synergic between secondary school, family and out-of-school.
Designing for/in the inclusive school Montanari, Mirca; Persi, Rosella
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.647

Abstract

The quality of inclusive education is, now more than ever in the post-pandemic historical phase, closely connected to the constant and profound renewal and transformative readjustment of design practices in every school order and grade. Educational design for all, for pupils with and without special educational needs, is an effective teaching tool that facilitates participation and reduces barriers to learning based on the framework provided by the main inclusive models (ICF, Universal Design for Learning). In identifying and attempting to remove the obstacles that may be generated within it, schools tend to embrace and promote a strong design culture that is attentive to the needs of all, committed to making a fertile contribution to the development of educational policies in the name of enhancing and interpreting the heterogeneity of differences in the classroom. In this perspective, several good inclusive school practices are examples of personalized and individualized teaching activities that, undertaken and implemented in concrete day-to-day operations, have a systemic impact on educational pathways without excluding anyone.
Co-Authors Persi, Rosella