The evolution of special needs in inclusive teaching is possible (and beneficial): A study in schools in Trentino
Dario Ianes
The role of the special needs teacher is at the centre of a heated debate. In this article, after defining the main positions in the argument, we present a study, which was carried out between 2013 and 2015 on a sample of primary and lower secondary schools in Trentino. The study evaluated the impact of a new model of didactic organisation, where the special needs hours were used in co-teaching on pupils with and without Special Educational Needs. Inclusive teaching and learning methods were used by all the teachers involved, based upon an in-service training programme and constant methodological support from teacher-tutors. The article presents and comments on initial results from the research. Some of the things which came to light were evidence of the feasibility and usefulness of an evolution in the role of the special needs teacher towards a kind of teaching which not only targets pupils with SEN but all pupils. Any future legislation reforming integration/inclusion practices should bear these results in mind.
Keywords
Inclusion, Didactic organisation, Specialised teacher, Expert tutor
