Scuola secondaria, formazione dei docenti e processi inclusivi: una ricerca sul campo

Italian research on inclusion topics has produced a model of school integration of disabled students appreciated at international level, which is documented by a significant scientific literature mainly concerning the primary school. The aim of this article is to contribute to the exploration of a less known and studied reality: inclu- sive education in middle school and secondary school. The research helps to bridge a deficit of investigation and focuses on classroom teachers. It inve- stigates the levels of education, knowledge/competence and professional experiences of classroom teachers in relation to the topics of inclusion, educational and didactic processes that they are cal- led to activate in alliance with specialist teachers for integration. Teachers that attended a university course answered a questionnaire. Among the most interesting results of the research show that: the inclusion processes improve qualitatively only if it improves the quality of training of all teachers; the study of Pedagogy and Special Didactics is fundamental to the training of all teachers, not only those specialized; peda- gogical and special-didactic methodologies are transferable in the ordinary Didactic improving it; the distances of initial formation and continuously of the classroom teachers on the topics of the inclusion must be rethought.