Simona D’alessio
Biographic Data
| ID | 758259 |
|---|---|
| NAME | Simona D’alessio |
| GIVEN NAMES | Simona |
| FAMILY NAME | D’alessio |
| SIGNATURE | D’ALESSIO S |
| AFFILIATIONS | Italian Ministry of Public Education, Rome, Italy |
| ORCID | 0000-0002-5390-7090 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy
In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial …
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
Integrazione scolastica and the development of inclusion in Italy: Does space matter
This article interrogates the mechanisms of spatialisation (Imrie, 1996; Armstrong, 2003) and rationalisation (Foucault, 1977; Foucault, 1980; Foucault, 1982) as applied to disabled students within the Italian policy of integrazione scolastica (school integration). It is argued that a spatial reading of an integration policy in mainstream schools may require a type of analysis distinct from the one used for a spatial reading of a policy of specia…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
Integrazione scolastica and the development of inclusion in Italy: Does space matter
This article interrogates the mechanisms of spatialisation (Imrie, 1996; Armstrong, 2003) and rationalisation (Foucault, 1977; Foucault, 1980; Foucault, 1982) as applied to disabled students within the Italian policy of integrazione scolastica (school integration). It is argued that a spatial reading of an integration policy in mainstream schools may require a type of analysis distinct from the one used for a spatial reading of a policy of specia…
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
Integrazione scolastica and the development of inclusion in Italy: Does space matter
This article interrogates the mechanisms of spatialisation (Imrie, 1996; Armstrong, 2003) and rationalisation (Foucault, 1977; Foucault, 1980; Foucault, 1982) as applied to disabled students within the Italian policy of integrazione scolastica (school integration). It is argued that a spatial reading of an integration policy in mainstream schools may require a type of analysis distinct from the one used for a spatial reading of a policy of specia…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy
In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial …
Political science (4 works) · Sociology (4 works) · Collaborative Teaching and Inclusion (3 works) · Gender Studies (3 works) · Law (3 works) · Mainstream (3 works) · Pedagogy (3 works) · Inclusion (mineral (2 works) · Law (2 works) · Social science (2 works)