Vol. 17 No. 2 (2020): n° 2 luglio-dicembre 2020
Quale formazione degli educatori per la gestione delle dinamiche relazionali e c

Scuola e famiglia del bambino di origine immigrata, portatore di disabilità. Prove di dialogo e di alleanza educativa

Maria Grazia Simone
Università Telematica E Campus
Published December 24, 2020
Keywords
  • school,
  • family,
  • disability,
  • immigration,
  • inclusion
How to Cite
Simone, M. G. (2020). Scuola e famiglia del bambino di origine immigrata, portatore di disabilità. Prove di dialogo e di alleanza educativa. Rivista Italiana Di Educazione Familiare, 17(2), 459-470. https://doi.org/10.13128/rief-9426

Abstract

The paper focuses on the relationship between school and the family of the child of migrant origin, bearer of disability, as an important space for mutual recognition and understanding, in view of the development of educational synergies and accompanying strategies in the growth process, aimed at obtaining conditions of personal well-being, quality of life and social inclusion. If immigration and disability make the child and his/her family very vulnerable, the educational intervention and the didactic proposal intend to create opportunities to raise the quality of the child’s living environments and, consequently, his/her global development opportunities.

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