Disability and migration: Interweaving inclusion in primary school
Anna Pileri, Valeria Friso
The paper presents the results of an empirical survey that involved teachers, educators and other figures working in a network (Unione delle Terre D’Argine, Italy) supporting children with disabilities attending primary school.
The life projects of pupils with disabilities, of school age, include both criteria and interventions of a scholastic character and those of socialisation and education, but what happens when the pupils with disabilities are migrants? Let’s have a look at the results of the survey (focus group and questionnaire), which involved qualitative and quantitative methods of detection and analysis, making a more integrated and complete analysis of the data possible. From a preliminary analysis, it seems clear that even if processes of reflection and awareness were activated regarding the necessity and urgency of considering the double condition of diversity, it is still necessary to outline explicitly and specifically new «guidelines» or new «paradigms», which, by interweaving disability and migration, could effectively guide teachers and operational groups in the delicate and complex path of inclusion and integration.
Keywords
Disability, migration, interlacements, primary school, inclusion, integration
