Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
Barriers and facilitators represent two substantial constructs for the design of an inclusive teaching aimed at students with Special Educational Needs, but they must be analyzed within an epistemo-logical framework that avoids a simple list of elements. This contribution illustrates the research framework adopted for a study aimed at teachers of the Comprehensive Institutes of the Friuli Ve-nezia Giulia Region: the objective consists in experimenting with an ecosystem model, which in-tegrates the bio-psycho-social perspective of ICF with the Bronfenbrenner’s pedagogical one. This approach allows a holistic view of the student with SEN, within the physical, organizational and relational context of the classroom and school attended; moreover, it allows a dynamic analy-sis of facilitators and barriers based on two dimensions: presence-absence and functionality-dysfunctionality with respect to the individual functioning profile.
