Bambini con bisogni educativi speciali nella scuola dell’infanzia
Angelo Lascioli
The general trend for European educational systems to organise themselves based on the inclusive education model has emerged in recent years. The study described here shows the need to review the distinction — now out-dated — between special children (with a handicap certificate) and normal children (with no certificate), since misleading in relation to the inclusive school’s structure. The problem is not of a linguistic or semantic nature, but concerns the root which originated the trend of considering that whoever has to deal with given problems belongs — as if «naturally» — to a species other than the human species, or to the category of «special beings». The change from the logic of speciality to the logic of inclusion requires the theoretical and practical methods of viewing the phenomenon of the presence in school of an increasing number of children who experience difficulties to be reconsidered.
