comparing teachers views on Italian special teacher for inclusion. a quantitative study

Abstract

More then 35 years ago special teachers for inclusion (i.e.,“insegnanti specializzati per le attività di sostegno didattico agli alunni con disabilità”) were introduced in Italian schools according to inclusion policy. In the past these teachers were often viewed as “minor” teachers; the reason for this was probably due to the ambivalent definition of their professional role. The role legitimation of these teachers in schools is still an unresolved problem. This paper attempts to describe the teaching experience through the opinion of key witnesses - the teachers themselves. This study analyses the views of both “insegnanti specializzati” and class teachers of preschool and primary school, collected through an ad hoc questionnaire, concerning the profession of “insegnante specializzato” and aims at outlining this teacher profile. The findings of the study show a common view on the work of “insegnante specializzato”, based on deep knowledge of the special needs pupils’ individual specificity and close relationship with their parents; however, some differences can be pointed out between class teachers views and those of “insegnanti specializzati”: notably
“insegnanti specializzati” state the central role of individualized education programmes, specific didactic tools, and a stronger inclusive approach to be achieved through collaboration with colleagues.