Competencies of specialized support teacher for pupils and students with disabilities Antonella Valenti, Rossana Adele Rossi 1-7 pdf DOI: https://doi.org/10.13128/form-10831
Competencies of inclusive teachers. Reflections on initial teacher training between expectations and proofs Fabio Bocci, Ines Guerini, Alessia Travaglini 8-23 pdf DOI: https://doi.org/10.13128/form-10463
Training of specialized teachers and individualized educational planning: a research on perceptions Gianluca Amatori, Noemi Del Bianco, Simone Aparecida Capellini, Catia Giaconi 24-37 pdf DOI: https://doi.org/10.13128/form-10435
For training based on attitudes: reflective competence as an inclusive possibility Moira Sannipoli, Cristina Gaggioli 38-52 pdf DOI: https://doi.org/10.13128/form-10436
The motivation and education of future support teachers in a post-pandemic scenario Ilaria Viola, Emanuela Zappalà, Paola Aiello 53-68 pdf DOI: https://doi.org/10.13128/form-10303
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 pdf DOI: https://doi.org/10.13128/form-10655
Inclusive didactic and entry competence of teachers enrolled in the Support Specialization Course. Results of an exploratory survey Valentina Pennazio, Franco Bochicchio 85-105 pdf DOI: https://doi.org/10.13128/form-10441
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 pdf DOI: https://doi.org/10.13128/form-10429
Learning outcomes of specialization for support teachers: an evaluative comparison across universities Barbara Letteri, Giuseppe Filippo Dettori 122-136 pdf DOI: https://doi.org/10.13128/form-10432
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 pdf DOI: https://doi.org/10.13128/form-10485
The integration of technological, didactic and disciplinary skills in the initial training of support teachers Alessandra La Marca, Valeria Di Martino 154-171 pdf DOI: https://doi.org/10.13128/form-10444
A model of synchronous university distance learning: students’ perceptions Concetta Tino, Ambra Stefanini 172-187 pdf DOI: https://doi.org/10.13128/form-10068
The assessment of learning outcomes and core competencies of inclusive education teachers. A pilot study Alessandra Romano, Marika Rullo, Rubina Petruccioli 188-203 pdf DOI: https://doi.org/10.13128/form-10451
Individualized educational planning ICF based. Testing and monitoring of the IEP-ICF UniSalento model Stefania Pinnelli, Andrea Fiorucci 204-218 pdf DOI: https://doi.org/10.13128/form-10456
Collaborative storytelling in distance education: a preliminary research with pre-school children Silvia Gasparini 219-234 pdf DOI: https://doi.org/10.13128/form-10289
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 pdf DOI: https://doi.org/10.13128/form-10453
Evaluating inclusive teacher competences: a systematic review within the training courses for special education specialization in Italy Marta De Angelis 253-269 pdf DOI: https://doi.org/10.13128/form-10417
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 pdf DOI: https://doi.org/10.13128/form-10438
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 pdf DOI: https://doi.org/10.13128/form-10439
The role of the traineeship mentor in the undergraduate education of the support teacher Mirca Montanari, Giorgia Ruzzante 305-314 pdf DOI: https://doi.org/10.13128/form-10433
