Published April 30, 2021

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Editorial

Competencies of specialized support teacher for pupils and students with disabilities
Antonella Valenti, Rossana Adele Rossi
1-7
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Articles

Competencies of inclusive teachers. Reflections on initial teacher training between expectations and proofs
Fabio Bocci, Ines Guerini, Alessia Travaglini
8-23
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Training of specialized teachers and individualized educational planning: a research on perceptions
Gianluca Amatori, Noemi Del Bianco, Simone Aparecida Capellini, Catia Giaconi
24-37
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For training based on attitudes: reflective competence as an inclusive possibility
Moira Sannipoli, Cristina Gaggioli
38-52
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The motivation and education of future support teachers in a post-pandemic scenario
Ilaria Viola, Emanuela Zappalà, Paola Aiello
53-68
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Belief system of the specialised teachers for students with disabilities. A survey conducted at the University of Calabria
Lorena Montesano, Alessandra Straniero, Antonella Valenti
69-84
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Inclusive didactic and entry competence of teachers enrolled in the Support Specialization Course. Results of an exploratory survey
Valentina Pennazio, Franco Bochicchio
85-105
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Professional competences of pre-service teachers: from the F2F to the online learning programme
Ilaria D'Angelo, Gigliola Paviotti, Catia Giaconi, Maria Beatriz Rodrigues
106-121
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Learning outcomes of specialization for support teachers: an evaluative comparison across universities
Barbara Letteri, Giuseppe Filippo Dettori
122-136
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A lifelong portfolio for the teaching profession
Margherita Di Stasio, Lorella Giannandrea, Patrizia Magnoler, Elena Mosa, Maria Chiara Pettenati, Pier Cesare Rivoltella, Pier Giuseppe Rossi, Anna Tancredi
137-153
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The integration of technological, didactic and disciplinary skills in the initial training of support teachers
Alessandra La Marca, Valeria Di Martino
154-171
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A model of synchronous university distance learning: students’ perceptions
Concetta Tino, Ambra Stefanini
172-187
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The assessment of learning outcomes and core competencies of inclusive education teachers. A pilot study
Alessandra Romano, Marika Rullo, Rubina Petruccioli
188-203
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Individualized educational planning ICF based. Testing and monitoring of the IEP-ICF UniSalento model
Stefania Pinnelli, Andrea Fiorucci
204-218
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Collaborative storytelling in distance education: a preliminary research with pre-school children
Silvia Gasparini
219-234
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The training course for future support teachers. A study on the indirect internship at Milano-Bicocca University
Lilia Andrea Teruggi, Alessia Cinotti, Elisa Farina
235-252
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Evaluating inclusive teacher competences: a systematic review within the training courses for special education specialization in Italy
Marta De Angelis
253-269
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Initial teacher training and specialization for inclusive education: analysis of access qualifications and performances of course participants
Alessio Covelli, Marta Sánchez Utgé, Pasquale Moliterni
270-286
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Monitoring and evaluating the specialization for support teachers in a perspective of improvement
Antonio Gariboldi, Maja Antonietti, Chiara Bertolini, Andrea Pintus, Antonella Pugnaghi
287-304
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Practices/Considerations

The role of the traineeship mentor in the undergraduate education of the support teacher
Mirca Montanari, Giorgia Ruzzante
305-314
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