The project proposed has a high educational value for students, as it proposes a research program applied in a third class of primary school in the school year 2021/2022. The main theme of the project is the theme of inclusion understood as recognition of the other, respect for differences, acceptance of the potential of each, starting from a self-awareness. The aim of this paper is to demonstrate, through the analysis of data collected on the school context, the validity of the F-words program for the inclusive process and for the development of positive attitudes towards inclusion. An empirical qualitative study was carried out, based on the creation of teaching units based on the F-words model developed in the clinical field by the authors Rosenbaum and Gorter. This was done through a university research group, guided by a series of general hypotheses, according to which it is possible to apply the clinical model of Rosenbaum and Gorter in the school context to increase the awareness and social skills of students and to increase the well-being of the class to acceptance of diversity and inclusion of all children. The main theme of the program was The Story of a Seagull and the Cat Who Taught Her to Fly by Luis Sepùlveda, which led the students to a focused reflection on each of the F-words presented: Fitness, Family, Friends, Fun, Function and Future. This project is linked to the course held by Dott.ssa. Ferrari in Primary Education Sciences: Psychology of Disability and Integration, according to which each student is different, has their own peculiarities and potentialities that can emerge with educational paths and with the structuring of a learning environment that is favorable. For this reason, the theoretical framework of reference is linked to the issue of inclusion and equal social and educational opportunities, and is closely linked to the documents such as the International Classification of Functioning, Disability and Health and the Universal Design for Learning. The research method that has been applied has involved the administration of a first tool composed of several questionnaires to assess the plurality of attitudes, social skills and inclusion in the classroom, both in an experimental group and in a control group. Then there was the experimentation of the program on the experimental group, for about two months and the administration of the same initial tool as the conclusion of the path, both on the experimental group and on the control group. Finally, the Social Skills Assessment Sheet was also administered, both at the beginning of the project, at the end in both groups, and the Social Validity for the parents of the experimental group at the end. The results that have been achieved have demonstrated the validity of this program in the school, through an increase in well-being in the classroom, the inclusion of pupils towards a general improvement in the level of happiness students experience in the classroom climate.
Il progetto che si intende proporre ha un elevato valore educativo per gli studenti, in quanto presenta un programma di ricerca applicato in una classe terza di scuola primaria nell'anno scolastico 2021/2022. Il filo conduttore del progetto è la tematica dell'inclusione intesa come riconoscimento dell'altro, rispetto delle differenze, apprezzamento e accoglimento delle potenzialità di ognuno, partendo da una presa di consapevolezza delle proprie caratteristiche personali. L'obiettivo del presente elaborato è quello di dimostrare, attraverso l'analisi dei dati raccolti sul contesto scolastico, la validità del programma F-words come stimolo per il processo inclusivo e per lo sviluppo di atteggiamenti positivi verso l’inclusione. È stato, quindi, realizzato uno studio empirico-qualitativo basandosi sulla creazione di unità didattiche ad hoc partendo dal modello F-words elaborato dagli autori Rosenbaum e Gorter in campo clinico (2011). Ciò è avvenuto attraverso un gruppo di ricerca universitario, guidato da una serie di ipotesi generali, secondo cui è possibile applicare il modello clinico di Rosenbaum e Gorter nel contesto scolastico, per aumentare la consapevolezza e le abilità sociali degli studenti e, quindi, per incrementare il benessere della classe in ottica di accettazione della diversità e inclusione di tutti gli alunni. Il filo conduttore del programma è stato la Storia di una gabbianella e del gatto che le insegnò a volare di Luis Sèpulveda, che ha condotto gli studenti a una riflessione mirata su ciascuna delle F-words presentate: Fitness, Family, Friends, Fun, Function e Future. Il presente progetto si collega, quindi, al corso tenutosi dalla Dott.ssa Ferrari in Scienze della Formazione Primaria: Psicologia della Disabilità e dell'Integrazione, secondo cui ogni alunno è diverso, ha delle proprie peculiarità e potenzialità che possono emergere con percorsi educativi creati ad hoc e quindi con la strutturazione di un ambiente di apprendimento e di vita favorevole e non ostacolante. Per questo, l'impianto teorico di riferimento è legato alla tematica dell'inclusione e delle pari opportunità sociali ed educative, e si lega strettamente ai documenti elaborati come l'International Classification of Functioning, Disability and Health (O.M.S. Organizzazione Mondiale della Sanità, 2001) e l’Universal Design for Learning (CAST, 2011). Il metodo di ricerca che è stato applicato ha previsto la somministrazione di un primo strumento composto di diversi questionari quantitativi, per valutare la pluralità di atteggiamenti, abilità sociali e l'inclusione in classe, sia nel gruppo sperimentale dia classe terza, sia nel gruppo di controllo di classe quarta. Vi è stata poi la sperimentazione del programma sul gruppo sperimentale, in una declinazione di un'unità didattica a settimana per la durata di circa due mesi e, successivamente, la somministrazione dello stesso strumento iniziale come conclusione di percorso, sia sul gruppo sperimentale che sul gruppo di controllo, per valutare gli effettivi esiti del progetto, che si sono dimostrati positivi e quindi hanno validato il programma. Infine, è stata anche somministrata la Scheda di Valutazione delle Abilità Sociali, sia all'inizio del progetto sia alla fine, in entrambi i gruppi, e il Social Validity per i genitori del gruppo sperimentare al termine del percorso. I risultati che si sono conseguiti hanno, quindi, dimostrato la validità di questo programma in ambito scolastico, attraverso un incremento del benessere in classe, dell’inclusione degli alunni verso un generico miglioramento del livello di felicità che gli studenti sperimentano nel clima di classe.
Un filo rosso per la F-elicità. Inclusione a scuola con il modello F-words
SERAFINI, ALESSIA
2021/2022
Abstract
The project proposed has a high educational value for students, as it proposes a research program applied in a third class of primary school in the school year 2021/2022. The main theme of the project is the theme of inclusion understood as recognition of the other, respect for differences, acceptance of the potential of each, starting from a self-awareness. The aim of this paper is to demonstrate, through the analysis of data collected on the school context, the validity of the F-words program for the inclusive process and for the development of positive attitudes towards inclusion. An empirical qualitative study was carried out, based on the creation of teaching units based on the F-words model developed in the clinical field by the authors Rosenbaum and Gorter. This was done through a university research group, guided by a series of general hypotheses, according to which it is possible to apply the clinical model of Rosenbaum and Gorter in the school context to increase the awareness and social skills of students and to increase the well-being of the class to acceptance of diversity and inclusion of all children. The main theme of the program was The Story of a Seagull and the Cat Who Taught Her to Fly by Luis Sepùlveda, which led the students to a focused reflection on each of the F-words presented: Fitness, Family, Friends, Fun, Function and Future. This project is linked to the course held by Dott.ssa. Ferrari in Primary Education Sciences: Psychology of Disability and Integration, according to which each student is different, has their own peculiarities and potentialities that can emerge with educational paths and with the structuring of a learning environment that is favorable. For this reason, the theoretical framework of reference is linked to the issue of inclusion and equal social and educational opportunities, and is closely linked to the documents such as the International Classification of Functioning, Disability and Health and the Universal Design for Learning. The research method that has been applied has involved the administration of a first tool composed of several questionnaires to assess the plurality of attitudes, social skills and inclusion in the classroom, both in an experimental group and in a control group. Then there was the experimentation of the program on the experimental group, for about two months and the administration of the same initial tool as the conclusion of the path, both on the experimental group and on the control group. Finally, the Social Skills Assessment Sheet was also administered, both at the beginning of the project, at the end in both groups, and the Social Validity for the parents of the experimental group at the end. The results that have been achieved have demonstrated the validity of this program in the school, through an increase in well-being in the classroom, the inclusion of pupils towards a general improvement in the level of happiness students experience in the classroom climate.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/40091