Can a pedagogist and a scholar of numbers and technology coexist in the same room? More than a provocation, it is a perspective, of a “necessary horizon” traced during the National Sipes conference (Italian Society of Special Pedagogy) held in Unical Congress Centerentitled “Special pedagogy for inclusion: current challenges and future prospects”organized in collaboration with the Department of Mathematics and Computer Science of the Calabrian University and which involved over 200 speakers and speakers from all over Italy and abroad, in the presence of students and students of the ninth cycle of the course of specialization to support the University of Calabria.
The conference program
The interview a Pasquale Moliterni (University of Rome “Foro Italico”)
The interview with the president of Sipes, Catia Giaconi
A comparison on school, inclusion and innovation
The two days was opened by the institutional greetings of Antonella Valenti (Director of Specialization Course on the support of the Unical), Annamaria Canino (Delegate for the training of UNICAL teachers), Gianluigi Greco (Director of the Unical Demacs), Antonio Mirijello (President of the National Authority Sordi Calabria) as well as of the SIPES president Catia Giaconi
Teaching in the chatgpt era
The director Greek He emphasized the importance that AI already has already today in the implementation of teaching and ad hoc paths, adopting the contents based on the needs and characteristics of students and students. At the same time, the call to the need to work on teachers’ training. The two souls – technological and humanistic – can, they must walk hand in hand: “It will be a world that needs both skills: the game of fast thoughts is lost, but many aspects require reasoning, slow thought, and there, as thinking beings, we are put well: it is not always true that they only need technical skills”.
The role of the specialized teacher
Examining the regulatory framework linked to the figure of the teacher (especially the specialized one), also in constant evolution, the prospects have been analyzed and the need has been expressed to predict a new teacher profile, which takes into account the emerging needs in school systems. In the round table coordinated by Antonello Mura (University of Cagliari), they intervened nicole binquin (University of Bergamo), Fabio Bocci (University of Rome 3), Andrea Fiorucci (University of Salerno), Marinella Muscarà (University of Enna’s University), Patrizia Sandri (Alma Mater Studiorum – University of Bologna) e Maurizio Sibilio (University of Salerno). The intervention of Anna Maria Murdacaread by the session coordinator: «Inclusion is today a priority for school systems, but often the concept remains ambiguous and not very understood. This reflection invites to overcome false myths, criticizing technical and bureaucratic approaches that empty teaching. The teacher, in particular that of support, must recover awareness of his role, becoming a strategic figure within a school understood as an educating community. A new formative, ethical and philosophical paradigm is needed, capable of combining passion, wisdom and reflexivity to promote renewed humanism. The inclusion must be seen not only as an objective, but as a continuous process of enhancing the person, in which educability and dignity are in the center. The concepts of universality and equity become the two legs on which to make the school walk: offer opportunities to everyone, differentiating the interventions to compensate for inequalities ».
The themes of the second day
On the second day of the conference, the ice was broken by an international intervention: Colin Calleja (University of Malta) focused on pedagogical inclusion, between current challenges and future perspectives. The button of social justice has been touched: in this respect, inclusion is also called to respond to contemporary demographic, social and economic changes. The exchange of global knowledge and cultural transformation become real calls for action, exhortations for educators and researchers to make sure that the same inclusion is not a fixed objective, but a continuous path of innovation, dialogue and commitment to the rights and dignity of students and students.
Following, space for the round table on the topic “Special pedagogy and operating profiles: educational paths and evolutionary trajectories”coordinated by Paola Aiello (University of Salerno). Personalities of the caliber of Lucio Cottini (University of Urbino), Daniele Fedeli (University of Udine), Francesco Peluso Cassese (Pegaso Telematic University), Stefano Salmeri (University of Enna Kore) e Stefania Pinnelli (University of Salento). Will conclude the session Moira Sannipoli (University of Perugia).
The point of view proposed by Cottiniin Videocall, who invited those present to put on another pair of glasses to observe reality, actually overturning the perspective: what if the so -called “diversity” was the “other”? If, for example, the autism spectrum disorder was the typicality and took into consideration, like a real nosographic category, the excessive social disorder? A theme to reflect on. Faithful Instead, he focused on the theme of the ADHD in LifePan perspective. The attention deficit disorder and hyperactivity is among the most common neuropsychiatric conditions in evolutionary age, with a prevalence of 3-5%. It affects school, social and working functioning, requesting multidimensional interventions and psychoeducative strategies adapted to the various environmental contexts. Salmers It has ventured into an intervention on sensory disability, which must fully return to the inclusive paradigm: that is, it is necessary to overcome compensatory approaches and minimum objectives, avoiding “skiders” drifts that deny the limits. Education must be based on reciprocity, recognition and differentiation, contrasting exclusion and approval. Cassese He nodded to motor coordination disorders and the repercussion on learning processes. The interaction between movement and cognition is fundamental for those who learn. An integrated approach enhances movement as an educational tool, useful for supporting neuro-motor development and promoting inclusion and rehabilitation. Pinnelli has focused its report on surplus, a theme in all respects of special pedagogy, since it requires an educational reading of the “double exceptionality” and targeted interventions, enhancing the role of the support teacher in taking charge.
Following, space for Simpososu Special didactics in relation to disciplinary didacticscoordinated by Tamara Zappaterra (University of Ferrara) which saw the interventions Donatella Fantozzi (University of Pisa), Cecilia Marchisio (University of Turin), Rossana Adele Rossi, Brunella Serpe And Peppino Antonio Sapia (University of Calabria), Filippo Gomez Paloma (University of Cassino and southern Lazio) e Giuseppe Sellari (University of Rome Tor Vergata). To conclude the session will be Elsa Maria Bruni (University of “G. D’Annunzio”). Fantozzi He illuminated those present on the widespread authority of pedagogy and special teaching, both aimed at enhancing individual diversity, promoting flexible and significant educational responses, adapted to the needs and potential of each student. Marchisio He spoke of social justice and training of the teacher. The training of support teachers must go beyond the technical aspect, promoting a culture of accessible educational rights and contexts, capable of welcoming diversity and promoting participation. Red He presented a focus on inclusion as a reflective and transformative practice, illustrating the experience of the Pot (orientation and tutoring plans). The inclusion as a reflective practice is based on a dialogical and transformative pedagogy, inspired by Dolci and Nussbaum. The experience of Pot, in this respect, enhances this perspective through shared and inclusive educational actions. Snake He offered a historical look at education, focusing on marginalized childhood and on the innovative contribution of Maria Montessori, capable of overcoming educational stereotypes and enhancing children deemed “irrecoverable”, especially in the South of Italy. Sapia He addressed the theme of the teaching of the STEM disciplines and special educational needs. In fact, in fact, the teaching can favor the inclusion of students with BES, promoting transversal skills through active methodologies, customization and dialogue with special teaching, enhancing autonomy, active citizenship and world of work. Gomez Paloma He discussed EMBODED EDUCATION, or the enhancement of the body as the center of the educational experience, favoring an inclusive, sustainable and personalized approach that integrates, in fact, mind and body to develop cognitive, social and identity skills in a human and open training context. Saddlers He has dealt with how adequate vocal and acoustic management favors psycho-physical well-being, learning and inclusion: forming teachers on the correct use of the voice is crucial for a healthy and democratic school.
In the afternoon, space for the parallel sessions that further enhanced the two days of deepening. A unique opportunity for experts and above all for students and courses of the specialization course that start to undertake (if they have not already started in this sense) the didactic path in the classes.
The scientific committee and the organizational committee
A two -day genre, Unicum for Southern Italy (but not only) required great commitment from the scientific committee of the conference made up of: Antonella Valenti (University of Calabria), Catia Giaconi (President Sipes, University of Macerata), Paola Aiello (Vice -President SIPES, University of Salerno), Nicole Bianquin (University of Bergamo), Fabio Bocci (University of Roma Tre), Noemi del Bianco (University of Macerata), Donatella Fantozzi (University of Pisa), Daniele Fedeli (University of Udine), Andrea Fiorucci (University of Salento), Lorena Montesano (University of Calabria), Alessandra Maria foreigner (University of Calabria), Tamara Zappaterra (University of Ferrara), Antioco Luigi Zurru (University of Cagliari). The organizational committee, inside the University of Calabria, was instead composed of: Daniela De Luca, Pamela Iazzolino, Francesco Milito, Lorena Montesano, Gianluca Pergola and Alessandra Maria foreigner.