In support of «non medicalised» training for special needs teachers in an inclusive perspective
Patrizia Gaspari
This paper is intended as a critical reflection countering the all too frequent specialist «intrusions» provoked by medical and psychological language appearing in the recent, necessary redefinition of the professional profile of the future special needs teacher, who should be considered an indispensable resource in creating a school which is an inclusive democratic community. In contrast to the sectorisation of training programmes and the medicalisation of competences, in order to respond to the radical challenge set by inclusion itself, it would be opportune to recall the supremacy of the educational didactic view, in order to «read» and understand, in an evolutionary and dynamic way, the specific requirements of pupils with «special educational needs», including the disabled, and prevent the delicate issue being framed in worrying technical and hyper-specialised drifts, typical of medicalisation logic
Keywords
Special pedagogy, inclusion, training, special needs teacher, medicalisation
