Body awareness and dyspraxia: between theory and practice
DOI:
https://doi.org/10.14244/reveduc.v18i1.6939Keywords:
Dyspraxia, Body, Education, Primary SchoolAbstract
This essay aims to address a gap in the educational literature, specifically the limited studies on dyspraxia and potential interventions in schools. By intertwining theoretical and practical dimensions, the essay seeks to elucidate how to effectively intervene with children with dyspraxia within an educational setting. The embodied cognition perspective recommends early engagement with body awareness to address the educational needs and enhance the skills of children with dyspraxia. Following a theoretical introduction, the essay provides practical guidance for teachers, divided into six distinct areas. The authors advocate an inclusive approach, emphasising the importance of not only focusing on the child with dyspraxia but also involving the whole class. This inclusive perspective is believed to be beneficial for all pupils.
Metrics
References
ADDY, Lois. How to undertsand and support children with Dyspraxia. 1st. Cambridge: Lda Publisher,2003, 64.
BINSWANGER, Ludwig. Essere nel mondo. 1st. Roma: Astrolabio, 1973, 356.
BARBIERI. A scuola con corpo: motricità relazionale finalizzata al successo educa- tivo. Ecologia della mente, Roma, 38, 2, 144-161, 2015.
CARUANA, Fausto; BORGHI, Anna. Il Cervello in azione. 1st. Bologna: Il Mulino, 2016, 197.
CRISPIANI, Piero. Dislessia come disprassia sequenziale. 1st. Bergamo: Junior, 2011, 331.
CRAIGHERO, Laila. Neuroni specchio. 1st. Bologna: Il Mulino, 2017, 144.
IORI, Vanna. Dal corpo cosa al corpo progetto. In: BALDUZZI, Lucia. Voci del corpo. Prospettive pedagogiche e didattiche. 1st. Firenze: La Nuova Italia, 2002, 3-17.
KURTZ, Lisa. Disturbi della coordinazione motoria. 1st. Trento: Erickson, 2006, 120.
HURON, Caroline. Il bambino disprassico. 1st. Trento: Erickson, 2014, 141.
LODI, Daniele et al. Corporeità e difficoltà di apprendimento. Motricità finalizzata al successo educativo. 1st. Brescia: La scuola, 2022, 192.
LORUSSO, Anna Maria; BAKKER, David. Hemispheric Specialisation and Dislexya. World Dyslexia Forum, 3-5 February, Unesco, Paris, 2010.
MAZEAU, Michele; LE LOSTEC Claire. Disprassia e apprendimento. Metodi e strategie per l'intervento a scuola. 1st. Trento: Erickson, 2016, 358.
MOLITERNI, Pasquale. Didattica e scienze motorie. Tra mediatori e integrazione. Roma: Armando, 2013, 320.
MUZIO, Carlo. La disprassia: complessità clinica e ambiguità terminologiche. In: HURON, Caroline. Il bambino disprassico. 1st. Trento: Erickson, 2014, appendix 1.
ROSSINI, Valeria. Il disagio “invisibile” dei bambini a scuola. In: TOMARCHIO, Maria; ULIVIERI, Simonetta. Pedagogia militante Diritti, culture, territori. 1st. Pisa: ETS, 2014, pp. 234-248.
SABADDINI, Letizia. La disprassia in età evolutiva: criteri di valutazione e intervento. Verlag Mailand: Springer, 2005, 184.
TRESSOLDI; VIO. Confronto di efficacia tra trattamenti per la lettura in soggetti dislessici. Psicologia Clinica dello sviluppo, Bologna, 7, 3, 481-493, 2003.
AIDE (2023). Iconografia. AIDE Toscana. (https://www.aidee.it/_files/ugd/8bd6d5_4012e4da76b54313b280cb2e8ec14019.pdf)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Angela Magnanini, Chiara Pannone
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
CC-BY-NC License
Revista Eletrônica de Educação adopts the Creative Commons BY-NC license of type "Non-Commercial Attribution". This license permits, except where noted, that the end user re-mars, adapt, and create from his or her work for non-commercial purposes, on the condition of assigning due credit and in the manner specified by the author or licensor.
##plugins.generic.dates.published## 2024-12-09
