New IEP-Life Project
Patrizia Gaspari
Given the need to raise the quality of professionalism of all teachers, optimising and enhancing the existing training courses, within a regulatory framework (DM 182/2020 and «Guidelines for the drafting of the new IEP») that is complex and in the process of being redefined, the following work intends to reiterate the essential role played by the specialised support teacher in the inclusive school. It is a matter of reflecting, in a critical and emancipatory way, on the professional identikit of our mediating agent and facilitator of the processes of school and social inclusion, avoiding the risk of closing the broad debate within dogmatic and utopian, or sectoral and hyper-specialist positions. In this sense, the quality of inclusion is concretely achievable by enhancing a new way of organising the traditional didactic approach and reading the context, fully espousing, in the shared construction of the IEP-Life Project, the direction of the educational-didactic co-responsibility of teachers, both curricular and specialised. In my humble opinion, the new IEP-life project cannot but be seen as a device and a laboratory for the historical-narrative review of the pupil with special needs and not only, within which the specialised teacher represents a competent and alternative provocateur of meaning and significance in the «existential re-design» of the most fragile and vulnerable life stories.
Keywords
Specialized teacher, Educational-didactic co-responsability, Inclusion, Narration, Life project.
