Integration and inclusion in Italy
Recent Italian ministerial policies have re-affirmed the commitment to educating students according to a policy of inclusion. This commitment follows the initial decision to begin integrating pupils with disabilities into mainstream classes nearly 40 years ago (Act 517/1977) and is in line with curr...
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| Publicado no: | URI:https://journals.openedition.org/alterjdr, |
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| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicado em: |
Alter
2026
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| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | Recent Italian ministerial policies have re-affirmed the commitment to educating students according to a policy of inclusion. This commitment follows the initial decision to begin integrating pupils with disabilities into mainstream classes nearly 40 years ago (Act 517/1977) and is in line with current international studies and directives. However, many problems with implementation still remain. (Norwich, 2010). Here, we intend to contribute to the discussion, illustrating some of the theoretical and operational aspects developed under the special pedagogy, the meaning of which will be clarified in the text. We intend to support the view that what had been done in the past to ensure disabled pupils’ right to learning and participation can act as a reference for an inclusive pedagogy that caters for the educational needs of everyone involved, as documented by recent research (Canevaro, 2010; Canevaro et al., 2009, 2011). We view the issue from the perspective of special normality (Ianes, 2006), according to which the teachers should work within normal contexts, pursuing common goals using methods and techniques that apply to all, but putting special elements in this normal path that ensure that teaching strategies adequately address the cognitive and affective characteristics of each subject with disabilities. |
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