School inclusion in Italy
Rosa Bellacicco, Silvia Dell’Anna, Francesco Marsili
A «school for all», based on the principles of universal access and non-discrimination, has been a decades-long tradition in the Italian context. Despite the interest the Italian model for inclusive education has attracted internationally, empirical research concerning such a model remains confined to the national context because of the language barrier. In effect, the vast majority of publications on school inclusion in Italy have been published exclusively in Italian. Sharing empirical data on Italy’s long tradition could support the implementation of school inclusion worldwide, offering an example of actual implementation. This article presents the results of a mapping review conducted with the aim of summarising, even if partially, the empirical research published in Italian from 2009 to 2019, and describing the main trends in relation to topics and research methods. Following a rigorous selection procedure, 202 articles published in field journals (Fascia A, 11/D2) have been selected for coding. The analysis shows the extensive development of research on school inclusion in the national context and highlights elements that may be of interest nationally and internationally.
Keywords
School inclusion, Italy, Mapping review, Trend, Gap.
