Inclusive education practices. The teacher training

Abstract

Today the discussion on the state of inclusive school for all students, where learning and participation obstacles are eliminated, especially for students with impairments, is today well developed
both within the national and international scientific community. The lack of appropriate training for teachers and the opportunity of benefiting from a lifelong learning according to an inclusive - collaborative approach are relevant indicators to evaluate the quality of the system. Creating Community of Practice for teachers could be the answer to this situation.
The need for a training package in line with the establishment of Community of Practice is also highlighted by a series of indicators that emerged from a theoretical-explorative research, addressed
to 120 in-service teachers in schools of different grades in Lazio region (Italy), who were attending the Master on “Teaching and Educational Psychology for student with Learning Disability” during
2011/2012 at the University of Roma Tre.