Riflessioni su una nuova prospettiva: la cattedra mista


  • Claudio Berretta
  • Evelina Chiocca
  • Paolo Fasce
  • Giulia Giani
  • Michela Giangualano
  • Tina Naccarato


The aim of this article is to offer an help in understanding the difficult aspects involved in being a special education needs teacher in the Italian School, by a proposal that starts from examining this role’s weak points and go as far as thinking about a different upskill for the professional resources working for inclusion. If the bill C2444, promoted from the federation FISH and FAND, wants to relaunch the school inclusion by creating separate careers for special education needs teachers, then the here proposed theory is determined to reverse this view, considered as “non-inclusive”. The authors of this article think that if a teacher could teach a subject in part of his time and teach as special education teacher in the other part, he could be a positive change agent for all his students.






I. RIFLESSIONE TEORICA (a. incontro con la storia; b. questioni epistemologiche)