I fenomeni di push e pull out: il punto di vista degli insegnanti

Sofia Dal Zovo, Heindrun Demo


Italy is one of the European country that early-established inclusive school systems with a history dating back to the 1960s of addressing segregating and discriminatory practices towards pupils with a disability. However, recent research data have shown the presence of pull-out and pushout phenomena (Nes, 2014; Demo & Nes, 2016), in which some pupils receive education in a different place than their mates do. Despite of the fact that the few existing data suggest that the phenomenon is not marginal, only a few systematic research has been conducted in Italy. Most of the data focus on pupils with disabilities or with SEN (Ianes & Demo 2015), and from some welldocumented national research projects show that the majority of the pupils with disability and/or
with SEN in compulsory education spend part of their school time outside the class in order to receive special support (Ianes et al. 2013). The main objective of this paper is to describe through some qualitative data the phenomenon of pull and push-out in Italy from the teachers’ point of view and understand which categories the teachers use to answer the open questions about pull and push-out. 6 focus groups with 6/8 teachers of primary, lower secondary and upper secondary school (compulsory education) have been conducted in Italy.

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