Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the education-al policies that, since 1970s, have steered the school system accord-ing to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for as-sessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to interna-tional legislative regulations and to modernize the concept of inclu-sive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research ap-proaches that can validate this long educational tradition.

The Italian leadership on inclusive education: myth or reality?

Francesco Marsili
Conceptualization
;
Annalisa Morganti
Methodology
;
Alessia Signorelli
Conceptualization
2021

Abstract

Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the education-al policies that, since 1970s, have steered the school system accord-ing to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for as-sessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to interna-tional legislative regulations and to modernize the concept of inclu-sive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research ap-proaches that can validate this long educational tradition.
2021
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11391/1502820
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact