Chapter La regolazione affettiva nella progettazione didattica inclusiva: un <i>framework</i> neuroeducativo per contesti complessi

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dc.abstractotherlanguageThis theoretical essay develops a neuroeducational framework for inclusive instructional design in complex educational contexts, integrating the principles of Daniel Siegel’s interpersonal neurobiology with special education methodologies. A critical review of the literature highlights how managing the ‘window of tolerance’ and affective co-regulation mechanisms are fundamental elements for the effectiveness of educational interventions in vulnerable situations, particularly in hospital school settings. The proposed framework goes beyond the ‘dual-track design’ approach through an integrated model that emphasizes the interconnection between neurobiological processes, emotional dimensions, and learning. Theoretical implications indicate the need to redefine the professional competencies of specialized teachers by incorporating neuroeducational knowledge, interpersonal attunement strategies, and adaptive methodologies. Practical applications include systemic observation protocols, process-based assessment tools, and guidelines for designing neurobiologically informed learning environments in hospital and home-based services.
dc.alternateIdentifier9791221509434
dc.alternateIdentifier9791221509427
dc.alternateIdentifier9791221509441
dc.alternateIdentifier10.36253/979-12-215-0943-4.07
dc.contributorVanna, Boffo
dc.creatorSabina, Falconi
dc.date2026-05-19T13:22:21Z
dc.date2026-05-19T13:22:21Z
dc.date2026
dc.date.accessioned2026-07-25T13:59:16Z
dc.descriptionThis theoretical essay develops a neuroeducational framework for inclusive instructional design in complex educational contexts, integrating the principles of Daniel Siegel’s interpersonal neurobiology with special education methodologies. A critical review of the literature highlights how managing the ‘window of tolerance’ and affective co-regulation mechanisms are fundamental elements for the effectiveness of educational interventions in vulnerable situations, particularly in hospital school settings. The proposed framework goes beyond the ‘dual-track design’ approach through an integrated model that emphasizes the interconnection between neurobiological processes, emotional dimensions, and learning. Theoretical implications indicate the need to redefine the professional competencies of specialized teachers by incorporating neuroeducational knowledge, interpersonal attunement strategies, and adaptive methodologies. Practical applications include systemic observation protocols, process-based assessment tools, and guidelines for designing neurobiologically informed learning environments in hospital and home-based services.
dc.formatapplication/pdf
dc.formatapplication/octet-stream
dc.identifierONIX_20260519T105718_9791221509434_145
dc.identifier2704-5781
dc.identifierhttps://library.oapen.org/handle/20.500.12657/113389
dc.identifierhttps://books.fupress.com/doi/capitoli/979-12-215-0943-4_7
dc.identifierhttps://books.fupress.com/doi/capitoli/979-12-215-0943-4_7
dc.identifier.urihttps://dspace.dare.co.zw/handle/123456789/22134
dc.identifierdoi10.36253/979-12-215-0943-4.07
dc.languageita
dc.licenseConditionAttribution 4.0 International
dc.licenseConditionAttribution 4.0 International
dc.pages208
dc.placepublicationFlorence
dc.publisherFirenze University Press
dc.relationStudies on Adult Learning and Education
dc.relationisPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
dc.relationisbn9791221509434
dc.relationisbn9791221509427
dc.relationisbn9791221509441
dc.resourceTypechapter
dc.rightsinfo:eu-repo/semantics/openAccess
dc.seriesnumber21
dc.source10_36253_979-12-215-0943-4_07.pdf
dc.source46655
dc.subjectAffective Regulation
dc.subjectHospital School
dc.subjectInclusive Instructional Design
dc.subjectInterpersonal Neurobiology
dc.subjectthema EDItEUR::J Society and Social Sciences::JN Education
dc.subjectthema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
dc.titleChapter La regolazione affettiva nella progettazione didattica inclusiva: un <i>framework</i> neuroeducativo per contesti complessi

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