Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

Abstract

School inclusion in Italy, since its beginnings, opens up the complex issue, not without controversy, of teacher for educational support, defined as specialised if in possession of specific training. It is a profession that, even today, is compromised by representations, opinions, perceptions, and dichotomous postures among curricular and specialised teachers, by cultural resistance and by critical nodes in the co-construction of alliances with families and the territory and among teachers. Aspects that inevitably affect the knowledge and practices of inclusion and equity, the integrated management of the class group and, not secondarily, the involvement of families in their children’s life project. These peculiar elements will be discussed by analysing some of the results of a research-training project involving specialised teachers during their university training and after taking up their posts at school.