School inclusion and teacher education: an exploratory study

Abstract

Inclusion is an unending process of increasing learning and participation for all children, reducing all exclusionary pressures and supporting educational settings to become more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills. The aim of the study is the evaluation of the processes related to the quality of school inclusion, by identifying strengths and weaknesses in promoting inclusive cultures, policies and practices. The methodology is based on the analysis of the School Self-Evaluation Report. This analysis was compared to direct observation in 84 Apulian preschools and primary schools. In particular, we administered a questionnaire drown by the Index for Inclusion to a two groups of perspective support teachers who participated to a course of teaching specialization organized by the University of Bari and the University of Foggia in 2017. These results demonstrate the need of an effective networking, to avoid the risk of a narcissistic mirroring or of a lazy resignation that can involve the school when it works in a self-referential direction, far from other educational contexts.