Can teachers' capabilities be defined as an environmental factor that can facilitate people with disabilities? To what extent can they be able to facilitate the activity and participation of students with disabilities? The need to combine personal and collective resources is expressed in the multiple inter-actions that occur on the educational and social levels. The roles and functions of assessment is a nodal point in support of the inclusive paradigm, first of all, is linked to the need for individual human fulfilment – that characterizes the ultimate goal of education: an education is only truly suitable for freedom if it is able to guarantee the possibility of realizing the life projects that individuals have reason to choose – secondly, it is necessary to consider the resources that students have at their disposal to achieve the learning objectives. From this perspective, human development do not end with the quantitative dimension of resources, but rather involve complex areas, related partly to social life and partly to the quality of life of individuals.
University of Florence, Italy - ORCID: 0000-0002-4097-1165
Titolo del capitolo
Dall’inclusione alla valutazione. Spunti di riflessione per una didattica contemporanea
Autori
Matteo Maienza
Lingua
Italian
DOI
10.36253/979-12-215-0504-7.09
Opera sottoposta a peer review
Anno di pubblicazione
2024
Copyright
© 2024 Author(s)
Licenza d'uso
Licenza dei metadati
Titolo del libro
La formazione alla ricerca
Sottotitolo del libro
Il dottorato fra qualità e prospettive future
Curatori
Vanna Boffo, Fabio Togni
Opera sottoposta a peer review
Numero di pagine
320
Anno di pubblicazione
2024
Copyright
© 2024 Author(s)
Licenza d'uso
Licenza dei metadati
Editore
Firenze University Press
DOI
10.36253/979-12-215-0504-7
ISBN Print
979-12-215-0503-0
eISBN (pdf)
979-12-215-0504-7
eISBN (xml)
979-12-215-0505-4
Collana
Studies on Adult Learning and Education
ISSN della collana
2704-596X
e-ISSN della collana
2704-5781