Elementi di didattica speciale per l’inclusione
Patrizia Sandri
Recent ministerial documents confirm the direction of working towards inclusion, in continuation of choices made regarding integration over the last forty years and in line with views expressed in international documents, despite the undoubted difficulty of implementation, not only in Italy. There are many reasons for this, including the need for significant investment in training and re-training teachers, and awarding them with adequate recognition for the value and complexity of the work they do. This report puts forward a reflection on some elements which can be used as the basis of inclusive education, from the perspective of «special normality» (Ianes, 2006), in accordance with the belief that it is possible to combine school quality and inclusion for all.
