Heidrun Demo
Biographic Data
| ID | 6689106 |
|---|---|
| NAME | Heidrun Demo |
| GIVEN NAMES | Heidrun |
| FAMILY NAME | Demo |
| SIGNATURE | DEMO H |
| AFFILIATIONS | Free University of Bozen-Bolzano |
| ORCID | 0000-0002-9172-3727 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Ableism and inclusive planning practices
Ableism, defined as societal expectations of ability that foster the idea of the able body as the norm against that of disability, shapes dominant standards influencing all areas of life, including educational institutions. At classroom level, these standards can be in rigid expectations of ability in lesson planning. This study investigates ableist thinking which emerges from class and support teachers’ arguments regarding the (im)possibility of…
Value transmission in primary schools
The transmission of human values to primary school pupils is key, which is acknowledged in curricula in a variety of cultural contexts worldwide. The present study presents data from the multicultural and multilingual region of Bolzano in Northern Italy ( n = 422 pupils in k = 30 classrooms). In addition to class teachers’ values as predictors of their pupils’ values we investigated whether teachers’ acculturation orientations would strengthen th…
Students with disabilities in initial teacher training and the dilemma of professional competence
While the international agenda has promoted the need to diversify the teacher workforce, research on student teachers with disabilities is rare. However, initial teacher training (ITT) faces a meaningful dilemma, that calls for a critical examination: it has the duty to provide reasonable accommodations and, at the same time, it is accountable for training teachers through professional standards (“dilemma of professional competence”). This articl…
Learning Mathematics in an Inclusive and Open Environment
In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-discipl…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Inclusive education in Italy
The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positiv…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Integration in Italian schools
Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e. g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integ…
Inclusion at risk? Push- and pull-out phenomena in inclusive school systems
The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-educat…
Inclusive education in Italy
The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positiv…
Learning Mathematics in an Inclusive and Open Environment
In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-discipl…
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situation…
Value transmission in primary schools
The transmission of human values to primary school pupils is key, which is acknowledged in curricula in a variety of cultural contexts worldwide. The present study presents data from the multicultural and multilingual region of Bolzano in Northern Italy ( n = 422 pupils in k = 30 classrooms). In addition to class teachers’ values as predictors of their pupils’ values we investigated whether teachers’ acculturation orientations would strengthen th…
Students with disabilities in initial teacher training and the dilemma of professional competence
While the international agenda has promoted the need to diversify the teacher workforce, research on student teachers with disabilities is rare. However, initial teacher training (ITT) faces a meaningful dilemma, that calls for a critical examination: it has the duty to provide reasonable accommodations and, at the same time, it is accountable for training teachers through professional standards (“dilemma of professional competence”). This articl…
Ableism and inclusive planning practices
Ableism, defined as societal expectations of ability that foster the idea of the able body as the norm against that of disability, shapes dominant standards influencing all areas of life, including educational institutions. At classroom level, these standards can be in rigid expectations of ability in lesson planning. This study investigates ableist thinking which emerges from class and support teachers’ arguments regarding the (im)possibility of…
Psychology (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Social Psychology (5 works) · Collaborative Teaching and Inclusion (4 works) · Special education (4 works) · Inclusion (mineral (3 works) · Mathematics (3 works) · Medical education (3 works)