The benefits and challenges of inclusion from the point of view of teachers from different European countries
Darja Zorc Maver
Within the scope of the BE-EUSMOSI project, we studied good inclusive practices in different European countries.
The aim of this article is to provide an understanding of how to achieve inclusion, from the point of view of teachers, in two countries with different historical and cultural traditions in the field of inclusion: Italy and Slovenia. Despite their differences, teachers in both countries face similar challenges in achieving inclusion.
Keywords
Understanding inclusion, teachers’ competences, cooperation with parents
