[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592710-105":59,"doc-detail-592710-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","building-vicarious-bridges-through-colour-workshops-for-pupils-with-visual-impairment","Building Vicarious Bridges through Colour Workshops for Pupils with Visual Impairment","","The paper examines inclusive education for pupils with visual impairment in Italian mainstream contexts, focusing on overcoming perceptive difficulties that can block learning and representative thinking. It presents a hands-on colour workshop model supported by an interdisciplinary theoretical framework, drawing on Alain Berthoz’s concept of “vicariance” and emphasizing brain-based vicarious activity as a teaching strategy. It also situates current practice within Italy’s historical reforms, from early special schooling regulations to later integration laws.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-vicarious-bridges-through-colour-workshops-for-pupils-with-visual-impairment/592710/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-vicarious-bridges-through-colour-workshops-for-pupils-with-visual-impairment/592710.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why is the paper concerned with teaching strategies for pupils with visual impairment in mainstream schools?","Question",{"text":111,"@type":112},"Perceptive difficulties at early developmental stages can significantly hinder learning and representative thinking. The paper argues for teaching approaches that leverage the brain’s natural vicarious activity to support learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What concept underpins the proposed workshop approach?",{"text":116,"@type":112},"The approach is based on an interdisciplinary theoretical framework that explores “vicariance” as proposed by Alain Berthoz.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the paper describe the historical development of inclusion in Italy?",{"text":120,"@type":112},"It outlines reforms from late 1800s and early 1900s institutions for sensory impairment, through early 20th-century special school regulations, and later shifts such as Law 118/1971 and subsequent measures that opened mainstream schooling and supported integration.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592710,1792079442,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Building Vicarious Bridges through Colour Workshops for Pupils with Visual Impairment  \nBy Filomena Agrillo􀀍  \nPaola Aiello†  \nIolanda Zollo‡  \nErika Marie Pace 􀀎  \nMaurizio Sibilio 􀁩  \nThe inclusion of pupils with visual impairment, within Italian mainstream schools, isan area of interest for the field of special education that is involved in identifying the most effective teaching strategies to promote the teaching-learning process. The perceptive difficulties that the pupils with visual impairment encounter in the first step of development can be a significant obstacle to learning and to the development of representative thinking. For this reason, it is fundamental that the teaching style adopted is oriented to promote learning through strategies that exploit the natural vicarious activity of the brain. With this aim, the present paper describes the potential of a hands-on activity with high inclusive value, which is based on a theoretical framework, that brings together contributions from different scientific domains and which, from an interdisciplinary perspective, explores the concept of \"vicariance\" as proposed by the physiologist of perception Alain Berthoz.  \nKeywords: simplexity, special education, vicariance, visual impairment, workshops.  \nThe Inclusion of Pupils with Visual Impairment in Italy: A Brief Historical Overview  \nIn Italy, between the late 1800s and the beginning of the 1900s various hospices, respite care houses and institutes managed by municipalities and private entities were set up (Law.17 July 1890, n. 6972). Their aim was to guarantee health and social assistance to children with visual and hearing impairment, but more generally to all the disabled (Pavone, 2014) . In the early 1900s, however, the studies conducted by Maria Montessori and Augusto Romagnoli gave rise to the debate on the possibility of educating disabled persons. This led to a real educational reform in which the Italian State undertook the responsibility to educate the disabled (R.D. 5 February 1928, n.577) . This reform brought about significant educational interventions for people with sensory impairment. Worth mentioning are the R.D. 30 December 1923, n. 2841, and the R.D. 31 December  \n􀀍 PhD Student in Didactics, Inclusive Education and Technology, University of Salerno, Italy.† Associate Professor in Special Pedagogy and Didactics, University of Salerno, Italy.‡ PhD Student in Didactics, Inclusive Education and Technology, University of Salerno, Italy  \n􀀎 PhD Student in Didactics, Inclusive Education and Technology, University of Salerno, Italy.  \n􀁩 Full Professor in Special Pedagogy and Didactics, University of Salerno, Italy.  \n[https://doi.org/10.30958/aje.4-4-2](https://doi.org/10.30958/aje.4-4-2) doi=10.30958/aje.4-4-2  \n1923, n.3126 which in Article 1 declared that pupils with hearing and/or visual impairment who did not present any type of irregularity or weirdness that could hinder their presence in special schools, were to attend school. Moreover, the statutes of these schools had to claim that their exclusive aims were prevalently to educate and instruct rather than to offer assistance. The school curriculum had to be the same as that implemented in mainstream schools. In addition, however, special schools had to include a differentiated part that gave importance to sensory education, music, singing, rhythm and physical education, practical activities such as manual work, gardening and care of the classroom. In particular, schools were to give a lot of importance to aesthetic education (O.M. 27 June 1924; Ceppi, 1969, p.54). On the basis of this reform special schools proliferated throughout the Italian territory (Alliegrio, 1991) guaranteeing special education to pupils with hearing and visual impairment until the early 70s when Law 118/1971 was enacted. This Law, in fact, brought about another radical change in the system, opening the doors of mainstream schools to pupils who did not present a serious disability o","cbCaikfajchqSlvZ","https://ap.wps.com/l/cbCaikfajchqSlvZ","pdf",482031,12,"English","# Building Vicarious Bridges through Colour Workshops for Pupils with Visual Impairment\n## Historical evolution of inclusion in Italy\n## Key legal reforms and educational integration","[{\"question\":\"Why is the paper concerned with teaching strategies for pupils with visual impairment in mainstream schools?\",\"answer\":\"Perceptive difficulties at early developmental stages can significantly hinder learning and representative thinking. The paper argues for teaching approaches that leverage the brain’s natural vicarious activity to support learning.\"},{\"question\":\"What concept underpins the proposed workshop approach?\",\"answer\":\"The approach is based on an interdisciplinary theoretical framework that explores “vicariance” as proposed by Alain Berthoz.\"},{\"question\":\"How does the paper describe the historical development of inclusion in Italy?\",\"answer\":\"It outlines reforms from late 1800s and early 1900s institutions for sensory impairment, through early 20th-century special school regulations, and later shifts such as Law 118/1971 and subsequent measures that opened mainstream schooling and supported integration.\"}]","Building Vicarious Bridges through Colour Workshops for Pupils with Visual Impairment | PDF",1792075165]