Early school leaving: from the analysis of perceptions to the inclusive perspectives of special education

Abstract

Early school leaving and educational failure are crucial indicators for reflecting on the levels of equity, inclusion and educational success of an entire school system. For these reasons, it becomes essential to approach the analysis of this complex phenomenon through the scientific research of special pedagogy.

The present study starts from a mapping of school dispersion on the whole national fabric and on that of the Marche Region to proceed to the reconnaissance of the perceptions of a group of teachers in training at the secondary school level that were analysed through the Qualitative Content Analysis methodology. In closing, paper offers some reflections on the inclusive perspectives of special pedagogy.