The paper describes an action research carried out in an Apulian high school. The research aspires to promote a reflection about the quality of school inclusion aimed to make an improvement in teacher’s professionalism, educational and teaching activities. The study describes the planning, realization and evaluation of inclusive plans, from observation of the functioning of students with special educational needs, according to the ICF model, to experimentation of cooperative methodologies in the classroom. The results explain the importance of a careful planning skills in the dimensions of relationships and learning, able to integrate in a systemic view the school’s quality. The research also confirms that the active participation of teachers and students, in the promotion of better coexistence in school, is a fundamental strategy to make the class (and the school) an open and welcoming context, within which inclusion is understood not only as the involvement of all, but also as the enhancement of each.
Keywords: Action research, special educational needs, inclusion, cooperative learning.