The research aims to outline the dispositional profile and professional beliefs of teachers regarding inclusion and the education of deaf students, in order to examine the extent to which these factors may be considered indicators of organizational readiness for the systemic integration of LIS into institutional strategic documents. The study involves the administration of two validated instruments: the SACIE-R scale (Forlin et al., 2011), designed to measure sentiments, attitudes, and concerns toward inclusive education, and the Beliefs about Deaf Education Questionnaire (BADE), aimed at investigating specific beliefs related to educational models for deaf students. The integration of these two instruments allows for the distinction between general dispositions toward inclusion and specific conceptions of deafness, thus enabling a multilevel analysis of organizational readiness. Data analysis will allow the identification of potential critical issues, forms of resistance, or training needs. The findings will be translated into three operational indicators to support the revision of the Piano Triennale dell’Offerta Formativa (PTOF) and the design of professional development pathways consistent with the Index for Inclusion (Booth & Ainscow, 2008). In this way, the study contributes to the definition of an evidence-informed model for the integration of LIS as an infrastructure of communicative democracy within schools (Gaspari, 2024).
ITALIAN SIGN LANGUAGE (LIS), CIVIC EDUCATION, AND INCLUSIVE DESIGN – PERSPECTIVES FOR EDUCATIONAL INNOVATION WITHIN THE INDEX FOR INCLUSION
Verbicaro M.;Oliva P.
2026-01-01
Abstract
The research aims to outline the dispositional profile and professional beliefs of teachers regarding inclusion and the education of deaf students, in order to examine the extent to which these factors may be considered indicators of organizational readiness for the systemic integration of LIS into institutional strategic documents. The study involves the administration of two validated instruments: the SACIE-R scale (Forlin et al., 2011), designed to measure sentiments, attitudes, and concerns toward inclusive education, and the Beliefs about Deaf Education Questionnaire (BADE), aimed at investigating specific beliefs related to educational models for deaf students. The integration of these two instruments allows for the distinction between general dispositions toward inclusion and specific conceptions of deafness, thus enabling a multilevel analysis of organizational readiness. Data analysis will allow the identification of potential critical issues, forms of resistance, or training needs. The findings will be translated into three operational indicators to support the revision of the Piano Triennale dell’Offerta Formativa (PTOF) and the design of professional development pathways consistent with the Index for Inclusion (Booth & Ainscow, 2008). In this way, the study contributes to the definition of an evidence-informed model for the integration of LIS as an infrastructure of communicative democracy within schools (Gaspari, 2024).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
