Insegnanti di sostegno in cerca di identità
Alessandro Bortolotti
This research-action project outlines an inventory of self-representations concerning the educational role by a group of support teachers of a comprehensive school in Bologna. The teachers review the «functions» which they are required to perform, highlighting how the management of the various triangular situations created from time to time with the persons involved in education (curriculum teachers, parents, director, etc.) requires special adaptive skills and considerable relational abilities. Lastly, two support models for disabled students are compared; these models are defined as «limited» and «extended», respectively, in order to assess their different implications with reference to educational responsibility.
