To be teachers for all: Inclusive attitudes and support teachers education
Donatella Camedda, Marina Santi
This article is based upon the results of an exploratory qualitative study on inclusive attitudes of teachers in Italy, arising from a series of questions regarding the ethics and practice of inclusion and the possible influences of specific training on teaching students with disabilities, compared to training involving the transformation of attitudes towards an inclusive educational perspective, which interprets diversity as a constructive, unifying element of human beings. The study investigated understanding of inclusion, as expressed by the inclusive attitudes of subject and additional support teachers attending a specialisation course in teaching students with disabilities. The results which came to light, and which are partially presented here, enable us to analyse the issue regarding training special needs teachers and formulate subsequent considerations towards the training of (all) teachers in an inclusive direction, encompassing meanings much wider than those which today are dominated by and linked to the symbiotic duo of inclusion and disability.
Keywords
Inclusive attitudes, Teacher training, Additional support
