Results evaluation in special and intercultural education Lucio Cottini 1-4 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20065
The inclusive quality of the school and the teacher’s skills: a survey tool Gabriella Ferrara 5-19 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19115
Inclusion in school. A study of pre- e in-service teachers’ perceptions Andrea Fiorucci 20-34 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19109
Teachers’ training and the use of educational technologies: research results Marina Chiaro 35-51 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19116
For an inclusive education: the innovative challenge of technologies for social emotional learning Annalisa Morganti, Stefano Pascoletti, Alessia Signorelli 52-66 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19159
Programs and actions against early school leaving: cases and evaluation methods Luisa Pandolfi 67-78 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19127
Construction of a narrative network aimed at implementing inclusive processes Francesca Salis 79-90 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19125
Educational evidence based interventions for adults with autism spectrum disorders: experimental evidence Saverio Fontani 91-103 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18307
The Arts-Based Research’ approach: hints for educational research Monica Pentassuglia 104-119 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18506
Insegnanti in Formazione. Online courses for teacher education. A research-development Daniela Maccario 120-133 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19128
Reflecting through the designing: a brief analysis of the teacher’s planning process Francesca Anello 134-147 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20082
Mobile learning: a comparison of knowledge acquisition between two mobile course models Antonio Giardi 148-162 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18705
Which research methods for special education? Information from David Mitchell’s work Marta Pellegrini 163-172 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17116
Tools to assess inclusion: an Italian review Giorgia Ruzzante 173-182 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19123
Italian as lingua franca, the law of connected vessels and the improvement of the results into the multilingual class. About a teaching experience Alessia Terrusi 183-191 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18761
Pennazio Valentina, Didattica, gioco e ambienti tecnologici inclusivi. Milano: Franco Angeli (2015) Filippo Bruni 192-193 PDF (Italiano) DOI: https://doi.org/10.13128/formare-19676
Bonaiuti Giovanni, Calvani Antonio, Ranieri Maria (a cura di Calvani Antonio), Fondamenti di Didattica. Teoria e prassi dei dispositivi formativi. Roma: Carocci (2015) Camilla Moricca 194-195 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20083
