Migrazioni e disabilità. Un approccio intersezionale per una scuola plurale

Maria Antonietta Chieppa

The analysis of the IEPs and PDPs of disabled children with migrant backgrounds shows the absence of references to cultural biographies, linguistic skills, models of parenting or representations that families have of disability. The questionnaire and interviews to special needs teachers confirm pedagogical-didactic action which is not inclined to recognise the specificity of the needs of disabled pupils with migrant backgrounds. This research was therefore articulated along two work plans: the first focused on the realisation of an exploratory survey on the social representation of disabled pupils with migrant backgrounds in special needs teachers; the second focused on the identification of guidelines and tools to improve inclusive practices and intercept the training needs of disabled children from migrant backgrounds. A reception protocol has thus been created, which involves the joint work of specialised teachers, cultural mediators and intercultural education teachers right from the pupil’s admission to school, and a transcultural anamnesis card to collect information on the context of migration, language skills and, more generally, on cultural biography.


migration, disability, school.