Inclusive education in schools and the role of the specialist teacher

Abstract

The inclusion of differences is a theme that, even today, generates a strong reaction in the school world. The
conformation that the classes present and the great heterogeneity that characterises them, reflect today's social
complexity which, compared to the past, is certainly more multifaceted and pluralistic. In the classroom, the
presence of students with certified disabilities is a reality that brings with it great variety. Inclusion seems to be
the only catalyst for efforts to change, and attempts to make teaching and schoolwork more relevant, promoting
the emotion of relationship and learning. The continuous and incessant search for quality in inclusion is, in reality,
the search for quality in schooling. Despite much research and many developments on the theme of inclusion,
the latter represents a complex issue that requires specific training that is now entrusted to specialised
courses in support. This article seeks to describe the added value offered by these courses with a view to building
a constantly evolving professionalism.