03071nam 2200469z- 450 991055609750332120230221124015.0(CKB)5840000000013432(oapen)https://directory.doabooks.org/handle/20.500.12854/79783(EXLCZ)99584000000001343220202203d2022 |y 0itaurmn|---annantxtrdacontentcrdamediacrrdacarrierInsegnanti con disabilità e DSADilemmi, sfide e opportunitàMilanFrancoAngeli20221 electronic resource (176 p.)Traiettorie inclusive88-351-3234-7 The promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach.Insegnanti con disabilità e DSA Teaching staffbicsscEducational strategies & policybicsscSchoolsbicsscTeaching of specific groups & persons with special educational needsbicssc(student) teachers with disability, in-service teachers with disability, inclusion, barriers and facilitators, dilemma of professional competenceTeaching staffEducational strategies & policySchoolsTeaching of specific groups & persons with special educational needsBellacicco Rosaedt1280329Ianes DarioedtPavone MarisaedtBellacicco RosaothIanes DarioothPavone MarisaothBOOK9910556097503321Insegnanti con disabilità e DSA3035663UNINA02179nam 2200517 450 991081021510332120240131184020.01-4438-8237-2(CKB)3710000000473618(EBL)4534771(Au-PeEL)EBL4534771(CaPaEBR)ebr11215789(CaONFJC)MIL830881(OCoLC)921235329(FINmELB)ELB148661(MiAaPQ)EBC4534771(EXLCZ)99371000000047361820160621h20152015 uy 0engurcnu||||||||rdacontentrdamediardacarrierAcademic discourse across cultures /edited by Igor Lakić, Branka Živković and Milica VukovićNewcastle upon Tyne, England :Cambridge Scholars Publishing,2015.©20151 online resource (204 p.)Description based upon print version of record.1-4438-7801-4 Includes bibliographical references at the end of each chapters and index.Academic discourse has recently become a blooming field of research for linguists interested in genre and discourse analysis, as well as pragmatics. The methodology and conventions employed in academic discourse, however, vary across cultures to a certain degree, and often represent obstacles for publishing in international journals for authors whose native language is not English, as top journals tend to centre on the Anglo-Saxon academic writing norms. This is one of the major reasons why national academic discourses need to be linguistically profiled and studied and contrastively compared aAcademic writingCross-cultural studiesAcademic writingAcademic writingAcademic writing.808.023Lakić IgorŽivković BrankaVuković MilicaMiAaPQMiAaPQMiAaPQBOOK9910810215103321Academic discourse across cultures4004557UNINA