The contribution aims to present the framework of the Episodes of Situated Learning (ESL), as empirically experimented in special educa-tion contexts in Italy and Spain. Starting from the ESL approach and from the supportive results found by national cases in inclusive settings (Rivoltella, 2015), the article suggests that this method can be useful for the training of teachers working in the field of disability (even of serious entities) and for classroom activities in inclusive environments.
Il contributo si propone di presentare il quadro degli Episodi di Apprendimento Situato(EAS), come empiricamente sperimentato in contesti di educazione speciale in Italia e Spagna. Partendo dall'approccio EASe dai risultati di supporto riscontrati da casi nazionali in contesti in-clusivi (Rivoltella, 2015), l'articolo suggerisce che questo metodo può essere utile per la formazione degli insegnanti che lavorano nel campo della disabilità (anche di gravi entità) e per le attività in classe in ambienti inclusivi
Episodes of situated learning: a methodological framework to encourage inclusion at school
Salvatore Messina
2022-01-01
Abstract
The contribution aims to present the framework of the Episodes of Situated Learning (ESL), as empirically experimented in special educa-tion contexts in Italy and Spain. Starting from the ESL approach and from the supportive results found by national cases in inclusive settings (Rivoltella, 2015), the article suggests that this method can be useful for the training of teachers working in the field of disability (even of serious entities) and for classroom activities in inclusive environments.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
