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Inclusive education in international educational research occupies a very important position. However, the meaning of the term inclusion is not always clear. The article explains how to understand the authentic meaning of inclusive education, through the perspective of Disability Studies. In particular, the concept of normative and relative abilities will be compared, and some inclusive educational strategies will be analyzed. Finally, the links between inclusive education and educational research and the influence of J. Dewey's thought in the development of inclusive educational theory and practice will be described.

Il documento descrive la lista dei test eseguiti per validare la PoC Radware presso l'Istituto di Metodologia per l'Analisi Ambientale (IMAA) del Consiglio Nazionale delle Ricerche (CNR) avente sede nell'Area di Ricerca di Potenza. L'apparato hardware Radware DefensePro (DP) è stato installato in modalità "in-line", ovvero posizionato tra il circuito in fibra ottica L2 GARR e il border router del CNR-IMAA. Nelle architetture di tipo "In-Line" il DefensePro diventa un elemento "in linea" per tutto il traffico, sia esso di tipo Inbound che Outbound.

Understanding the crisis of modernity as a crisis of justice, the article explores some reactions against formalism, justice as the legal form par excellence, particularly constitutionalism, that nevertheless stay within the paradigm of State law. Other forms of the presence of justice can be recognized in contemporary legal philosophy: the universality of human rights as a historical phenomenon; the justice of the concrete case; the emergence of the rule of law; and the return of the virtues of jurists.

The city of Turin is a privileged place in which to observe the relationship between performative practices and interculturalism, according to a perspective of social inclusion. This paper aims to map and analyse some of the most significant experiences that, during Spring 2018, have promoted the theme of a multiethnic and multicultural community, by means of different strategies and tools. The study draws on a series of case studies, from the ‘choreographic frescoes’ of Virgilio Sieni who represented, on May 1st, in Torino|Ballo 1945, a community of people of all ages, social backgrounds and origins – to Border Tales by Luca Silvestrini – which investigates the dynamics of multicultural integration in the London of the new millennium, in its most stereotyped forms. Likewise, Gabriele Vacis’ Cuore/Tenebra is the first performative outcome of a series of actions promoted by the Teatro Stabile di Torino. Finally, the article focuses in particular on the processes of social construction through the arts that emerge from the projects of Turinese winners of the Migr-Arti Call promoted by MiBAC, including Alma Teatro’s La Giovine Italia, Associazione Didee – arti e comunicazione’s Altri racconti and Il mondo in una stanza by the Social Community Theatre Centre | UniTo. In the light of these experiences, the city stage puts the performing arts to the test in their challenge to put a cultural policy of reception and inclusion of migrants into practice.

This research is about Flipped Classroom (FC) implementation in university context and aims to understand how this approach can be used in a Universal Design for Learning (UDL) environment and thus can help in creating inclusive spaces of teaching and learning. This work is an exploratory sequential design and will compare Flipped Classroom’s characteristics at university and UDL ones, in order to try and integrate these two approaches in the instructional practice. During the first phase of the study, in-depth semi-structured interviews were undertaken with academics that actually use Flipped Classroom. Then, in the second phase, a structured questionnaire built on interviews’ retrieved data will be handed out. The main expected outcome of the research is to understand how Flipped Classroom can be implemented in order to promote inclusion.

An Ecumenical theological anthropology Hans Küng and the Dialogue with Karl Barth This paper examines Hans Küng’s (1928 -) dissertation Justification: The Doctrine of Karl Barth and a Catholic Reflection (1957). In his first work Küng compared the doctrine of justification, as understood by the Protestant theologian Karl Barth (1886-1968) to the classic Catholic theology affirmed by the Council of Trent (1545-1563), which remained the Church's doctrine for the next four hundred years. Küng expressed the idea that there is a fundamental agreement between Trent and Barth's doctrine and that the divergent viewpoints "would not warrant a division in the Church." The book has become a classic work and «marked the dawn of a new era of positive ecumenical discussion of a doctrine which had hitherto been seen largerly as an insuperable obstacle to such dialogue» (A. E. McGrath). The main purpose of this essay is to clarify the anthropological-theological structure of Küng’s book. It is intended as a critical analysis and a contribution to our current discussions. Keywords: Hans Küng, Karl Barth, Theological Anthropology, Ecumenical Dialogue, Justification