The Inclusion of Students With Disabilities: Challenges for Italian Teachers During the Covid‐19 Pandemic

Abstract: In March 2020 all schools in Italy were closed due to the Covid‐19 pandemic, and the novelty of distance learning was introduced. During the 2020-2021 school year, pre‐primary and primary schooling was carried out in situ, while secondary education was re‐organized into a mixed system, with students spending 50% of their time attending classes from home, in distance learning. This reconfiguration was a challenge to students, teachers, and parents, affecting the learning experience of the most vulnerable students and students with disabilities, particularly. It necessarily brought into question Italy’s "progressive" legal framework for "school inclusion". The scope of the present article is to analyze the teaching activities carried out with students with disabilities in Italy during the first wave of the emergency lockdown and their consequent challenges for school inclusiveness. An overview of the Italian inclusive model in education and the national measures adopted to guarantee

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 10 (2022) 2 ; 195-205

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Mannheim
• (wer): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (wann): 2022
• Urheber: Colombo, Maddalena ; Santagati, Mariagrazia

Weitere Informationen

• DOI: 10.17645/si.v10i2.5035
• URN: urn:nbn:de:101:1-2023090410491962184928
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 25.03.2025, 13:41 MEZ