Frammenti di dialogo per un discorso inclusivo, oltre i BES
Raffaele Iosa
This paper highlights both scientific and institutional contradictions inherent to the management of so-called Special Educational Needs (SEN), with a view to overcoming the difficulties and reactions of the school without devaluing inclusion for all, which is an extremely contemporary topic. The critical analysis offered starts with thecrisis of democratic models of Italian education over the last decade, the tendency towards selection and merit (from a Darwinian point of view), as well as the negative transition from inclusion practices to false integration, which can be defined as a kind of «isolation». The SEN issue, going beyond contradictions and criticisms, can nevertheless open up a period of research and development of a pedagogical vision, which, in the article, is defined as «heterogeneous pedagogy» as a product of our time, connected to globalisation and to the complexities of supermodernity. On this basis, the paper presents several political, pedagogical and organisational proposals for overcoming the quarrels over SEN of such innovation that they guarantee educational success for all. With a downsizing of the iatrogenic apologia which is medicalising youths and education, reducing space for hope and life planning.
