Enhancing inclusive processes: A survey on the perception of teachers in training
Antonello Mura, Antioco Luigi Zurru
The issue of quality enhancement of school inclusive processes refers to a reality that can never be concluded. The awareness and new questions that continuously arise make the phenomenon challenging. The article considers the perception of scholastic inclusive processes by teachers who have attended the training course to become specialized teachers. The aim is to highlight the education teachers’ levels and knowledge/competence, and also their apprehension of inclusion challenges and the role they play in these situations. The data collection has been carried out with an anonymous questionnaire, which refers to five thematic areas and their concerning constructs. The evaluation of arising data led to say that Pedagogy and Didactics of inclusion have a relevant role in the enhancement of inclusive processes at school. They promote a widespread professional competence, a togetherness of intentions and both cultural and ethical responsibility in the practise of teacher profession.
Keywords
Disability, Inclusive Education, Special Pedagogy, Specialized teacher, School
