Paola DAMIANI

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Corpo, movimento e robotica educativa per gli studenti con Bisogni Educativi Speciali

In this paper, we present some topics to improve the use of Robotics in teaching, with a new appr... more In this paper, we present some topics to improve the use of Robotics in teaching, with a new approach of Embodied Cognitive Science (ECS) (Gomez Paloma, 2013) in order to facilitate learning of all students. The notion of simulation (Gallese, 2005b; 2009) has assumed a central role in the theories of the embodied cognition; in particular, it’s made reference to the motor simulation during the observation of objects or people performing an action, and the comprehension of a language. The learning experience with the robot is characterized as a relational experience that is essentially different fromthat with a computer or another electronic device. Attention for body and movement through Robotics stimulates development of basic skills and capacity for learning, as visuo- spatial, visuo-motory and social skills; these skills are very important for students, especially for students with Special Educational Needs.L’articolo presenta alcuni argomenti connessi all’utilizzo della robotica ...

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Nuovi contesti tecnologici e nuove capacità nella prospettiva inclusiva

In the current scenario, culture, policy and educational practices - formal, not formal and infor... more In the current scenario, culture, policy and educational practices - formal, not formal and informal, are interacting more and more through continuous adjustments and updatings. Such structural complexity involves both great opportunities and great critical iusses. Among these, the growth of the educational poverty and the worsening inequalities, in relation to the new technologicalcontexts, they determine a new democratic and educational emergency to local and global level. Starting with the literature’s contribution on the benefits and risks of the use of technologies in the ‘on-off line’ boundaries, the purpose is to propose a study that shows the role of the educational emergency to local and global level. Starting with the literature’s contribution on the benefits and risks of the use of technologies in the ‘onoff line’ boundaries, the purpose is to propose a study that shows the role of the socio-emotional and metacognitive skills as protective and proactivefactors for the per...

Il Rapporto di Autovalutazione (RAV) e l’Index per l’Inclusione: una sinergia possibile

ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, 2016

L’ articolo intende aprire uno spazio di riflessione sul rapporto tra processi di autovalutazione... more L’ articolo intende aprire uno spazio di riflessione sul rapporto tra processi di autovalutazione e processi di inclusione, a partire dall’analisi del modello del Rapporto di Autovalutazione (RAV) recentemente introdotto in tutte le scuole. In particolare, ci proponiamo di identificare punti di forza da potenziare e criticita da mitigare insiti nel RAV, al fine di supportare i processi inclusivi in attonelle scuole, favorendo l’assunzione di uno sguardo consapevole, critico e proattivo, da parte dei docenti impegnati nel suo uso. Il quadro entro il quale ci muoviamo e quello della pedagogia speciale. La riflessione pedagogica pone fondamentali interrogativi, a partire dall’idea stessa di inclusione, che ci orienteranno nell’esplorazione critica dei contenuti e dei processi correlati all’utilizzodel RAV. Piu in particolare, il lavoro qui presentato esplora le possibili sinergie fra il Rapporto di Autovalutazione e l’Index per l’Inclusione (Booth e Ainscow 2009; 2014), che rappresenta...

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Perspective Chapter: Inclusive Ethics as a Key Competence for Teachers in the Embodied Cognition Perspective

IntechOpen eBooks, May 22, 2024

The chapter explores a central theme for future world education: ethics as the essence and necess... more The chapter explores a central theme for future world education: ethics as the essence and necessity of teacher education in the perspective of long-life learning. Particularly, the assumption of the idea of ethics as a scientific, natural, and humanistic dimension, as well as a valuable and political one, is consistent with the embodied cognition approach and the "embodied-based" training models aimed at the development of life-soft skills. In this sense, it is possible to identify the construct of ethical competence as an essential competence underpinning inclusive professionals and teachers in primes. A priority objective is, therefore, to provide a scientific definition of ethical competence and to operationalize it through the implementation of embodied cognition-based approaches and strategies. In addition to the definition of the theoretical framework, the chapter will also present the findings of a preliminary survey examining various dimensions of ethical competence among teachers in training at specialization courses for support activities in four Italian universities, aimed at designing training courses for their development and implementation.

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Quality inclusive education according to Embodied Cognitive Science. Multidimensional analysis tocreation/integration of indicators for the evaluation of educational system

Scuola Democratica. First International Conference. Education & post-democracy, 2019

Disability and values in preschool and primary school: overall development of the child and inclusion. An evaluation research project

Pensa Multimedia, 2014

Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana

Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 2021

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching... more This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the na...

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Un’idea di “Buona Scuola”: la Scuola Estesa. Dalle prospettive emergenziali alle prospettive di sviluppo e di apprendimento “For All”

Non sempre i cambiamenti e le sollecitazioni ai quali la scuola attuale e continuamente sottopost... more Non sempre i cambiamenti e le sollecitazioni ai quali la scuola attuale e continuamente sottoposta favoriscono il miglioramento dei processi di insegnamento- apprendimento e della vita delle persone. Risulta pertanto essenziale avviare processi sistematici di riflessione, al fine di presidiare le criticita e valorizzare le potenzialita del cambiamento, a partire dai quadri normativi di riferimento. L’articolo intende proporre una lettura proattiva di alcuni aspetti della recente e discussa Legge 107/2015, al fine di supportare la costruzione di dispositivi metodologici e di meta-modelli formativi in grado di “incorniciare e ridefinire” azioni e processi, spesso differenziali e frammentati, a favore di alcune categorie di studenti considerate “problematiche ed emergenziali”.

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Verso il miglioramento della qualità della relazione educativa attraverso l’approccio delle capacità applicato alla disabilità. Esperienze di “scuola inclusiva” nel territorio torinese

This article proposes a reflection on the relationship between the capability approach and disabi... more This article proposes a reflection on the relationship between the capability approach and disability, with the aim to promote reflection on the possible implications in the field of education and schooling. This ratio is still largely unexplored; however, some recent contributions to the literature offer attractive incentives to rethink everyday inclusive practices. In particular, the text presents a case of action-research on the use of the ICF in schools in the Turin area. Possible connections are shown between the Capability Approach and ICF—in its concrete implementation by teachers. Obtained results of this experience are encouraging and it is therefore suggested to pursue this research path and thus keep considering the capability approach as a core reference for the current debate on inclusion.

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Verso un modello di “didattica equa”. Il Progetto “Al Liceo ci stiamo anche noi…? Didattica per il successo formativo di tutti”

Inclusive perspective is crucial to orienting school’s improvement towards an “authentic and sust... more Inclusive perspective is crucial to orienting school’s improvement towards an “authentic and sustainable” direction, particularly, to improving the inclusive potential of the educational activity. It’s important to identify a clear and appropriate framework, under which teachers can reflect on their teaching, consciously and intentionally, for change, keeping an incisive point of view. The article introduces a model of “equality teaching”, as a theoretical framework for a research project with some teachers of the High School of Piemonte, started in 2105-16, aimed to realize a “sustainable” model of inclusive teaching in a critical environment for inclusion.

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Rugby Mixed Ability e Inclusione. Un’analisi di caso tra Sport, Pedagogia e Neuroscienze

Lo scopo del presente contributo e quello di evidenziare le prospettive di studio e di ricerca in... more Lo scopo del presente contributo e quello di evidenziare le prospettive di studio e di ricerca in un campo, ibrido e fecondo, di confine tra sport, pedagogia e neuroscienze volte a stimolare processi inclusivi. A tal proposito, viene presentato un case study di un’esperienza di Mixer Ability nello sport del Rugby al fine di confermare quanto teorizzato dal paradigma dell’Embodied Cognition “esteso”, per il quale la dimensione corporea viene messa in relazione con la dimensione inclusiva.

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Robotica educativa e aspetti non verbali nei Disturbi Specifici di Apprendimento

Il corpo del robot può costituire un corpo temporaneamente suppletivo del corpo del bambino, in g... more Il corpo del robot può costituire un corpo temporaneamente suppletivo del corpo del bambino, in grado di svolgere le funzioni deficitarie di orientamento e coordinazione dei movimenti, che il bambino stesso ha pianificato? Un esperimento in corso di realizzazione presso alcune classi della primaria, svolto in collaborazione con l'Ufficio Scolastico Regionale del Piemonte, intende rispondere a questa domanda. Il lavoro è stata discusso e progettato collettivamente; per quanto riguarda la redazione R.

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ICF, BES e didattica per competenze. La ricerca EDUFIBES

Il presente articolo introduce i quadri teorici di una ricerca nazionale che tenta di mettere ins... more Il presente articolo introduce i quadri teorici di una ricerca nazionale che tenta di mettere insieme il modello delle competenze e il modello antropologico dell’ICF (International Classification of Functioning, Disability and Health) per l’individuazione degli allievi con BES e per la futura realizzazione di prassi didattiche a carattere inclusivo. La sperimentazione è stata avviata nell’ambito dei progetti ministeriali per l’accompagnamento alle Indicazioni Nazionali per il primo ciclo (MIUR, 2012), ma si è via via arricchita di riflessioni scientifico-culturali e di articolazioni operative che ne definiscono l’originalità e la portata euristica, anche attraverso l’elaborazione di strumenti per aiutare i docenti nella gestione delle classi con Bisogni Educativi Speciali

The emotional benefits of the motor activity in developmental age

Journal of Human Sport and Exercise, 2015

D'Amico, V., Damiani, P., & Gomez, F. (2015).The emotional benefits of the motor activity in deve... more D'Amico, V., Damiani, P., & Gomez, F. (2015).The emotional benefits of the motor activity in developmental age. J. Hum. Sport Exerc., 9(Proc1), pp.S455-S461. Introduction: , define the "enjoyment" in the sport as a positive affective answer toward the sporting experience. It is important to conceive the reasons of the pleasure in the motor activities, because this would help the researchers to elaborate strategies of intervention more and more effective that keeps in mind of the individuals. The objective of the search is to understand if the motor activity is appreciate by children and if it offers benefits. The intervention on the field is developed with the CSI (Centro Sportivo Italiano) of Cava de' Tirreni (SA), that it has organized a project of motor activity, having involved children since 7 to 11 years old, among which also of the disabled persons. The search has been divided in three phases: Theoretical-practice phase, where a circle time has been organized to forming the children to the emotions, to differentiate and recognize them. Then, with a questionnaire, information are picked up respect the emotional state of departure: the children have individualized the image of the emotion that more it represented them. Practice phase, where the boys have developed motor activity (games, crossed motor). Conclusive phase, where they have been picked the impressions just tried by children respect the motor activity turn. The search is concluded administering the PACES test (Phisycal Activity Enjoyment Scale, Kendzierski & De Carlo, 1991), tool used for the evaluation of the motor activity. The result has been that following the motor activity the positive emotions are increased tried by children, while the negative emotions result redoubts and/or repressed. Examining the obtained data, the majority of the children appreciate the motor activity, has lived himself pleasantly and offers them positive benefits. From the search an objective for the future could be characterized: to induce the children to regularly practice motor activity because in degree to arouse positive emotions and to guarantee psycho-physical comfort.

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Verso un «Embodied Curriculum». Framework concettuale e spunti operativi

Embodied Cognition. Teacher's Training

A “Beautiful Mind”: genio o BES? Una sfida per il miglioramento della didattica

The article examines some meanings and impacts on the topic of the “talents”in the school, starti... more The article examines some meanings and impacts on the topic of the “talents”in the school, starting from the meaning of the curriculum’s draftingfor the talents in the light of the new paradigms (neurodevelopment andlearning).The article also outlines a research-action proposal for the inclusion of astudent with a “High-functioning Autism Spectrum Disorder”, characterizedby some areas of “genius”, in a high-school context. This particular functioningof the student can be categorized both as Special Education Needand as “Gifted”.

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“Dimensioni-ponte” tra neuroscienze, psicoanalisi ed ECS per favorire l’inclusione a scuola nella prospettiva transdisciplinare

The article presents some reflections and first conclusions relating to the study and researchcon... more The article presents some reflections and first conclusions relating to the study and researchconducted in recent years by the authors, work aimed at exploring recent contributions in thefield of neuroscience and Embodied Cognition, and identifying common foundational aspectsconsistent with the pedagogical and inclusive didactic perspective. More specifically, the contributionsexplored facilitate the understanding of the "neurodiverse" functioning profiles (Singer,1998; Silberman, 2016) and, at the same time, highlight essential mechanisms and dimensions,often still unknown, for the improvement of developmental and learning processes, andeveryone’s participation. In light of what has emerged, we outlined a transdisciplinary area —which makes use of the contributions of psychoanalysis and opens spaces for dialogue with pedagogyand teaching — for the identification of dimensions transversal to the disciplines involved(bridge dimensions), as a basis for knowledge and reflecti...

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Key Points Between Neuroscience and Education from the “Embodied Cognition Perspective”

This work is part of the debate on the possible relationships between neuroscience and didactics,... more This work is part of the debate on the possible relationships between neuroscience and didactics, with reference to the close interrelation between evolutionary and educational processes and the assumption of the transversality of the corporeal, emotional and relational dimensions, with particular attention to situations of fragility and diversity. Starting from the analysis of some contributions of the literature (Rushton, Larkin 2001, Gomez Paloma, 2009), a re-reading of the principles of neuroscience recognized for their heuristic and applicative potential in the educational and didactic field is proposed, with the purpose of identifying an updated, consistent and functional reference framework for the realization of an inclusive and effective school model. The approach of the Embodied Cognitive Science (ECS) and the model of the ECS-based schools (Gomez Paloma, Damiani, 2021) provides a path for the enhancement of the identified principles and their implementation in the actual...

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