Training and inclusion: the debate on the evolution of specialized teachers
Patrizia Gaspari
School inclusion implies a redefinition of the concept of training of all teachers in order to recognize adequately the needs of new emergencies in education, either special or not. This requires exact reorganization of cognition, knowledge and skills that make up the professional background of the school staff, adopting a plurality of cognitive approaches to make educational interventions more functional. Inclusive education, by providing for the revolutionary structuring of institutional framework, launches a challenge to the traditional role of the specialized teacher. The current scientific debate leads to the evolution of the professional identikit of special aid teacher who has reached a crossroad marked by antithetical, problematic solutions, in progress.
Keywords
Training, inclusion, special aid teacher.
