La pedagogia specialle nella sua azione educativa in contesti di inclusione

Abstract

It results as crucial to define clearly the words and concepts used in case of data comparations and implementation of an action-formation-research to ensure that the results are comparable. A definition that do not has a purely nominalistic need, but is an useful and practical guide for both the assumptions and praxes and to verify them in a comparative dimension.
The definition also should not be taken as an ultimate data, but should be used only in relation to the agreement that a particular group takes decisions in a rigorous system of research and therefore is susceptible to permanent changes agreed in the itinerary of the protocol, that is going to be defined in the itinerary of the action-formation-research.
The definition therefore proposes a non dogmatic, but dinamic and flexible reference, and represents the syntax and grammar of common references that are created by and in accordance with a cooperation of several people in order to achieve a shared goal at the intern of a system.
This work is intended to define particularities of the action-formation-research (1) in relation to the achievement of objectives of autonomy and independence of people with special needs (2).