Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Antonello Mura, Antioco Luigi Zurru, Ilaria Tatulli
Publishing Year 2020 Issue 2019/2 Language English
Pages 14 P. 123-136 File size 0 KB
DOI 10.3280/ess2-2019oa8654
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The educative experience of people with disability leads the international debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.
Antonello Mura, Antioco Luigi Zurru, Ilaria Tatulli, Theoretical and Methodological Elements of an Inclusive Approach to Education in "EDUCATION SCIENCES AND SOCIETY" 2/2019, pp 123-136, DOI: 10.3280/ess2-2019oa8654