Le percezioni degli insegnanti di sostegno sul ruolo delle tecnologie per l'inclusione
DOI:
https://doi.org/10.6092/issn.1970-2221/11585Parole chiave:
formazione docenti, specializzazione per il sostegno, tecnologie, inclusione, udlAbstract
L'articolo presenta uno studio di caso basato sul corso di Tecnologie dell’Informazione e della Comunicazione avviato nell’anno accademico 2018-2019 nell’ambito del corso di specializzazione per il Sostegno presso l'Università degli studi di Macerata. Lo studio, di tipo qualitativo, analizza l’approccio che i corsisti mostrano nei confronti di una didattica inclusiva e le variabili che risultano associate ad un uso consapevole e intenzionale delle tecnologie. I dati raccolti evidenziano le relazioni tra la progettazione e lo sviluppo del corso e le percezioni dei partecipanti rispetto a una prospettiva legata ai principi dell’approccio UDL.
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Copyright (c) 2021 Laura Fedeli
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