La pedagogia speciale per la scuola inclusiva: le coordinate per promuovere il cambiamento
Stefania Pinnelli
This article, using the meanings of the terms pedagogy and special pedagogy as a starting point and taking into account the journey that has brought Italian culture of the Seventies to the school integration of pupils with disabilities and to the promotion of inclusive schools and an inclusive society today, presents special pedagogy as essential in every educational programme. In this respect, the article seeks to highlight and address some of the most important points that policies for inclusive schools must focus on, urgently, wholeheartedly and responsibly, with the awareness that «an “inclusive” education system can only be created if ordinary schools become more inclusive. In other words, if they become better at educating all children in their communities» (UNESCO Guidelines, 2009, p. 8). Training teachers, creating Personalised Education Plans, the transition from being a teacher to being an inclusive teacher and the unparalleled role of the educational relationship are the points the article focuses on through the analysis of international scientific literature.
