School inclusion today represents one of the core issues in the educational debate, standing as a pedagogical, ethical, political, and social principle of primary importance. In a context marked by growing inequalities, cultural mobility, and normative transformations, inclusion emerges as a guiding criterion for building an equitable and democratic school system, attentive to the needs of all students. Inclusive education goes beyond the mere integration of students with disabilities, embracing a broader concept of welcoming diversity—cultural, linguistic, social, and cognitive (Booth & Ainscow, 2011). In the Italian context, the concept of inclusion has progressively developed through key legislative milestones, such as Law 517/1977, Law 104/1992, and more recently Law 107/2015. However, despite legislative advances, several critical issues persist regarding the practical implementation of inclusive principles. This article aims to analyze the theoretical foundations of school inclusion, highlight the main challenges in its realization, and outline future perspectives, with particular reference to the Italian context and the scientific literature up to 2020.
La sfida dell’inclusione: fondamenti e prospettive per una scuola di tutti e di ciascuno
Teodora Pezzano
2020-01-01
Abstract
School inclusion today represents one of the core issues in the educational debate, standing as a pedagogical, ethical, political, and social principle of primary importance. In a context marked by growing inequalities, cultural mobility, and normative transformations, inclusion emerges as a guiding criterion for building an equitable and democratic school system, attentive to the needs of all students. Inclusive education goes beyond the mere integration of students with disabilities, embracing a broader concept of welcoming diversity—cultural, linguistic, social, and cognitive (Booth & Ainscow, 2011). In the Italian context, the concept of inclusion has progressively developed through key legislative milestones, such as Law 517/1977, Law 104/1992, and more recently Law 107/2015. However, despite legislative advances, several critical issues persist regarding the practical implementation of inclusive principles. This article aims to analyze the theoretical foundations of school inclusion, highlight the main challenges in its realization, and outline future perspectives, with particular reference to the Italian context and the scientific literature up to 2020.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
