The Italian Leadership on Inclusive Education: Myth or Reality?

Autor/inn/en	Marsili, Francesco; Morganti, Annalisa; Signorelli, Alessia
Titel	The Italian Leadership on Inclusive Education: Myth or Reality?
Quelle	In: Science Insights Education Frontiers, 9 (2021) 2, S.1241-1263 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Foreign Countries; Inclusion; Educational Practices; Educational Quality; Students with Disabilities; Educational Policy; Teaching Methods; Program Evaluation; Access to Education; Equal Education; Educational Legislation; Educational Needs; Student Needs; Individualized Education Programs; Individualized Instruction; Elementary Secondary Education; Italy + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Bildungspraxis; Quality of education; Bildungsqualität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Individualized education program; Individualisierendes Lernen; Individualisierender Unterricht; Italien
Abstract	Background: Italy is internationally known as a Country with a longstanding "tradition" of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a "fully inclusive" model, highlighting the instruments of teaching-learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive "principle" to the teaching-learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01