The role of the professional educator in the inclusion process of students with disabilities
G. Filippo Dettori, Marialuisa Pinna, Elena Mura
School inclusion takes on a central role in the Italian educational panorama and sets as its primary objective the guarantee of quality education for all students. The value of the Italian system lies precisely in having tried to develop targeted responses to the different needs present in the classes, characterized by specific needs that range from the cognitive to the psycho-emotional and relational sphere. In fact, school inclusion must not be seen solely as a need reserved for students with disabilities, but rather as a right of all students, without exception. The article, starting from empirical research data, highlights the importance of effective inclusive action, which to be such requires the synergy of all school actors: managers, teachers, educators, pedagogists, students and families, who are called to collaborate to create a welcoming and stimulating learning environment, capable of enhancing the potential of each student. Specifically, the results of a quantitative research carried out by administering an anonymous questionnaire to 268 professional educators (graduates in educational sciences) working in primary schools (66), lower secondary schools (132) and secondary schools (70), from which it emerged that they are often undervalued in decision-making processes relating to inclusion in schools.
Keywords
School inclusion, Special education, Special educational needs, Diversity, Italian school.
