Disability NoDisEaseAbility When an Innovative Pedagogical Theory Is the Difference.docx

Disability NoDisEaseAbility When an Innovative Pedagogical Theory Is the Difference.docx

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DisabilityNoDisEaseAbilityWhenanInnovativePedagogicalTheoryIstheDifference

“DisabilityNo.....Dis（Ease）Ability”WhenanInnovativePedagogicalTheoryIstheDifference

　　Abstract

　　Afteralongprocessofapplicationanalysisontheuseofvarioustechnologiesandtheirpeculiaritiesinstrumentalinthecomplexfieldofeducation，tofacilitatetheprocessoflearningcompetentaimedatachievingthemaximumpossibleautonomyofthestudents，pathologicallydeficientcomparedtothesametimeofthecompanions，Ihavecometograsptheobjectivefactofblockingorattimes，slowingtheactionoftheteachersintheseschoolsituations.ItshowedthelackofatheoreticalreferencelinethatwasprimarilypedagogicalaboutthetrueidentityofeducationalactionwithwhichtounderstandtheMediaEducationnotonlyinthe“schoolforall”but，aboveall，inthe“educationforall”.Ihavegainedsoconvincedoftheneedforapedagogyofactionthatwouldchangetheveilobscuredby“formaementis”anchoredtoaschool，“therapistand/ortherapeutic”withaschoolthatwas，however，instructiveandusefultothecognitivestylesofallitsusers，althoughcomplex.Drawupatheoreticalpaththatwouldputoutallthepositivitythattheactionof‘“educate”has，ifproperlycalibratedandadjustedtotheparticularitiesofeach，itwasmyfirstgoal；subsequently，throughtheanalysisofallmyexperimentswithapplicationofvarioustechnologiespupilsfromclinicaldiagnosesmostvariedandcomplex，andthesuccesseseachtime，Imodeledamethodologyanddidacticsofreference，sothattheactionoftheteacherwasnotlimitedonlytoapragmatismabstract.Infact，Iamconvinced，thatisnotthetechnologybutthosewholackthe“how”and“what”tomaketheteacher！

......But，thisjourneyisjustbeginning.....

　　Keywords：

Disability1；Neweducationaltheory2；Newtechnologies3

　　Conversano，R.（2015）.“Disability？

No.....Dis（Ease）Ability”WhenanInnovativePedagogicalTheoryIstheDifference.CanadianSocialScience，11（3），-0.Availablefrom：

http：

//

　　DOI：

http：

//dx.doi.org/10.3968/6494

　　1.REALITY‘PRESENT

　　Ithaslongbeendiscussedinpedagogicalenvironments，inparticularinthecontextof“mediaeducation”，asthemostobviousconsequenceofthemediarevolutionhasgeneratedhasbeen，fromthebeginning，tocirculateinformationmorequicklythuscharacterizing，theconditionoftemporalprocessesfromdifferentspatialdimensionswithoutbordersandmultiplicityofnewrelationshipsinqualityandquantity；disorientationanduncertaintymakeitnecessarytoreflectonthecurrentworldofknowledgeandthedisseminationofknowledgethat，inthepast，itwasmainlyaimedatensuringthecontinuityofadaptationtolifethroughthepassageforgenerationsofthewealthofknowledgeacquiredovertime，questioningtherolethatithasassumedor“should”takeinasocietyinacontinuousmotion.But，attheverytimewhenoursocietydemandsandcallsustodevelopthisabilityto“self-understanding，”justtheworldoftrainingandeducationseemstobefarfromthecontemporarysociety；theschoolrefuses，orrather，withsuspiciontothenewwhilerecognizingthepositivityofwhichitisthebearer，throughusesterileandnotalwaysappropriateintermsofnewinnovativedall’alonevaguelyor，atworst，asafashionpanderingshortlifespan.And‘necessarytobringtheeducationalinstitutioninthecontextoftoday’ssocietytocreatenewformsofcitizenshipwithoutclearboundaries，whileunderminingtheoriginalthesisaimsonlytocreatelanguagesconsistentwiththeculturethatisasfluididentity，borderareawheredifferencesemergewhentheycanandshouldbevaluableexchanges.Diversityandintrisecitàoftheother，nolongertiedtothephysicalorpathological，shouldallowawiderandglobalharmonizationofskills，knowledgeandknowledge，diverseandsynergisticmadeonthetechnology，understoodastheoperationofthemultilayeredsolutioncommunicative，shouldcancelthedreaded“gap”bio-technology.Collaborativelearning，mediatedbynewtechnologies，allowsinfinitepossibilitiesofcommunicationandsharingofexperiencesandyettotal，theschooltendsnottorecognizethepositivevaluesofneweducationalandmethodologicalimplicationsasapplicabilityofnewscentspedagogicalculturerejecting，oratleastwarring，therealappealtoit，relegatingsterilepaths“applicaticcio”，thosewhoalreadyarerecognizedandreferredtoas“digitalnatives.”Seekviablesolutionsmeans，therefore，alsousetheknowledgeofthesamepupilswho，adequatetopromotelearning，becomeskillstoenhancetheirautonomy，butwearealsoaparadoxbecausethedifficultyencounteredisobjectivelytrueandrightintheroleofinformationandeducationtotechnologicalawarenessthat，insteadofformingconscioususealsoinviewofcurrenttechnologiessmart，multifunctionalintegratedsystemsforeverydaylife，itdemonizestheiruseandpresence；yet，technologicallyadvancedobjectsarenotastatussymboltobeshownasareferenceoftheireconomicstatus，butanexpressionofthemodernevolutionofthetechnologyitselfattheserviceoffullautonomycommunicationalman.　　2.bydisability

　　Disabilityisnotachoice：

itisatraumathatnoonewouldeverwanttolive，becausethisappearancedisruptstheindividualdeepinhissubjectivitytransformingrelationships.Thedeficitimposesso，predominantly，redefiningtheparadigmcommunicationalwithothers：

thisisnottodenythedisabilitywhicheffectivelylimitsthefunctionsandactions，buttoovercome，ifnoteliminate，theoutcomeofprejudices，culturessocialrelationshipsandunabletoseebeyondthedisabilityindividualsinthefullsense.Consideringnowthathaschangednotonlythemediaworldbutespeciallythewayinwhichsubjectslearntousecommunicationmedia，understoodasinteractiontoconfrontreality，innovationand“technologyrace”，whileitallowaculturaldemocratization，forincreasingopportunitiesofaccesstothe“competence”ofcommunication，ontheothermarkinevitablynewgapssocio-cultural.Inthisfield，thecontributionthatnewtechnologieshavecomeintobeing，hasovercomemanylimitationsfavoringtheexpressionofthe“self”inmanydimensions，wheretheendlesspanoplytheyallow，especiallyinthemedia，slowlybeginstoturnourgazetothefieldofinter-functionalcommunicativelearning.But，justwhenthe“globalsociety”invitesyoutodeveloptheabilityto“self-understanding”technology，itistheworldoftrainingandeducationthatmovesawayfromthecontemporarysocial，lookingaskanceatthenewwhilerecognizingtheirpositivityofwhichisthebearer，throughusesterileandnotalwaysappropriate，veryanchoredtothepastor，atworst，panderingasashort-livedfad.Ineverydayschoolsituationsemergesimultaneouslyproblemsassociatedwithlearningdisabilities，inclusionandintegrationwhileincontrast，isflounderingintryingthesolutioninpathwaysmediatingbetweenteachers’knowledgeandskillsofexpertsinthefield，almostalwaysseenastheonlyrealresources.Inthisfield，socloselytheeducationandtrainingyouneedtomeetthechallengesthatlearningdifficultiesandpsicodisabilitàtypicallyhighlight；indeed，convincedadvocatesthat“educatesthroughwhatissaid，morethroughwhatis，”thedisabilityinitselfgivesrisetotheneedtodevelopasharedreflectionontheproblemsandtheawarenessofitaccordingtoareinterpretationholistic：

Pointtothedifferentwaysandstylesoflearningasaresourcefortheclinicalpathology，resultinginsomewayafurthernuanceofdiversity，mustbecometheguidelinetoobserveandkeepasareferencepointtocalibrateandadjustthemethodandteaching，designedtofacilitatetheprocessofteachingandlearning.ThetermIcoined“Disagiabilità”redefiningwhataretherealobstaclesthatchildren，studentsanddisabledpeoplegenerallyliveand/ormeet：

notsomuchthedifferentapproachproficientwiththesurroundingreality，ie“use“thenewspaperinadifferentway，astheanxieties，theanguishandtheinabilitytoapproachthattheytriggerinthosearoundthem，whichhighlighttheonehandthedifficultiesrelatedtothedeficitand，ontheotherhand，theattitudesoffearandl‘ambivalenceenvironmentthatinteractwiththepotentialdegreeofautonomyreached，despitethedisadvantage：

“...preservetheskillsdifferentfromthediscomfortthatusuallygoeswildintheother.”ThistermIfocusmoreclearlythefocusonobservationofthesituationofdifficultyofthesubjectwithseveralpeculiaritieshabilitation，to“see”theproblemandpossiblesolutionsmoreautonomyintheirentirety，inordertodealwiththebest，creatingaspace，alsovirtual，whereexperienceandprofessionalismcanfindtherightexpressioninrespectofrolesandresponsibilities.Thestrongpointofreferenceinthereviewofthisnewterm，the“Dis（ease）Ability”infact，istointerveneonthefalseinterpretationsofbehaviorofthosewho，despitehimself，approachestherelationshipwithhumanrealitieshabilitationdifferentconditions；infact，inadisabledsubject，theseverityofhisdiagnosisdeficit，delayedmoreorlesssevere，mustnotpreventtherespectanddevelopmentofresidualpotentiallargelyitsfunctionalpartforacorrectnormallife：

inotherwords，becauseofitsmentalorphysicaldeficiencythatis，shouldnotbeidentifiedas“theonewhoisunabletounderstandortolive”accordingtothecommonstandardsofnormality.Thepositivesideofthisterm，whichisproposedasanewreadingabouttheoreticalandpedagogicalrefunctionalizationapplicationofnewte