Inclusione e Ambienti di apprendimento innovativi

Abstract

The objective of the still-ongoing exploratory research presented here, is to understand if the organization of the learning spaces of innovative schools is effective for the inclusion of all students and in particular of those with severe deficits. The data relating to three Italian and two Danish schools are reported. From the analyzes it seems to emerge that the teachers of the schools examined consciously use a different organization of spaces to promote a sense of belonging, autonomy and growth in disciplinary learning, and that a flexible environment favours the use of multiple teaching strategies for the individualization of learning and the creation of an inclusive educational community.