The experience of the laboratory Linguistic education and communicative codes in specialization courses for didactic support for pupils with disabilities

The development of professional learning of teachers in general and even more of specialized teachers represents an issue that has long been discussed and debated in academic and institutional circles. The argument in this sense would hope for the discassion within the scenario relating to scholl policieswhich would require attention through comparison and sharing in dedicated intra/inter-institutional spaces, as structural and systemic interventions by the institution at different levels, central and peripheral, wich involve the Educational Institutions, the Regional Education Offices, the Ministry, the Universities and the Unions as protagonists. The realization of such a situation would be important with a view to assuming an institutional vision with respect to the development of professional learning according to a lifelong learning perspective and therefore to the possibility of co-constructing possible structured and systematic paths. Assuming this point of view, the enhancement of the different types of learning, formal, non-formal and informal, and peer training would be equally significant through wich to enhance the internal resources of educational institutions, in terms of human resources such as system figures and instrumental resources such as good educational- teaching practices. Specifically, the activities that characterize the specialization course include teaching, laboratories and internships and concern various topics, such as the teaching of educational sciences and the teachings of disciplinary teaching which, even in a laboratory context, are carried out by establishing a close relationship between the disciplinary approach and didactic approach. Of particular importance are the laboratories through which pedagogical-didactic planning activities are planned and carried out aimed at the re-elaboration and comparison of educational practices and internship experiences. Through the laboratory activity, according to Annex B (art. 2) Notes of the DM n.30/2011, cooperative and collaborative learning methods, action research, metacognitive learning are preferred, such as: group work, simulations, insights, application experiences in real or simulated sistuations; applied experiences related to training activities in the disciplinary sectors characterizing the class (group-class managment). The contribution therefore offers reflections with reference to the plainning and organization of the teaching of the laboratory of Linguistic education and communicative codes created within the specialization courses for didactic support activities for pupils disabilities (DM n.30/2011). The planning and organization focus on three aspects: theoretical practical, and finally the exam. The realization therefore develops through the sharing and the comparison of theoretical, elements relating to language education and inclusive teaching. Subsequently, group work is organized within which the teacher and the students experiment with case studies by presenting critical episodes and proposing solutions with a view to improvement. The examination is articulade in the description of the critical episode, in the illustration of the project proposal, in the ways in wich the latter could be carried out. The intent is to think about possible training courses in a perspective of inclusive policies and practices within which the teacher and the trainees can co-build an innovative learning setting and cover active roles and their experience can be valued in an inclusivem and value-based perspective of dissemination and contamitation.