Inclusione e collaborazione a scuola: un’occasione per insegnanti e famiglia

The inclusion process cannot be reduced to a mere provision of learning compensatory measures for learning of pupils with special educational needs. It about, rather, with the exercise of the teacher’s critical role as an activator of dialogical dynamics of collaboration among the many agents involved in school education. In the frame of a research-training project aimed to support a team of teachers in a primary school, the data collected with a questionnaire addressed to parents allow to point out the elements with which drive teachers to acquire greater awareness and competences in sustaining the collaboration between school and family.