“Disability? No. .... Dis(Ease)Ability” When an Innovative Pedagogical Theory Is the Difference

Raffaella Conversano


After a long process of application analysis on the use of various technologies and their peculiarities instrumental in the complex field of education, to facilitate the process of learning competent aimed at achieving the maximum possible autonomy of the students, pathologically deficient compared to the same time of the companions , I have come to grasp the objective fact of blocking or at times, slowing the action of the teachers in these school situations. It showed the lack of a theoretical reference line that was primarily pedagogical about the true identity of educational action with which to understand the Media Education not only in the “school for all” but, above all, in the “education for all”. I have gained so convinced of the need for a pedagogy of action that would change the veil obscured by “formae mentis” anchored to a school, “therapist and / or therapeutic” with a school that was, however, instructive and useful to the cognitive styles of all its users, although complex. Draw up a theoretical path that would put out all the positivity that the action of ‘“educate” has, if properly calibrated and adjusted to the particularities of each, it was my first goal; subsequently, through the analysis of all my experiments with application of various technologies pupils from clinical diagnoses most varied and complex, and the successes each time, I modeled a methodology and didactics of reference, so that the action of the teacher was not limited only to a pragmatism abstract. In fact, I am convinced, that is not the technology but those who lack the “how” and “what” to make the teacher! ...... But, this journey is just beginning .....


Disability1; New educational theory2; New technologies3

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DOI: http://dx.doi.org/10.3968/%25x


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