Inclusion and Collaboration at School: a Chance for Teachers and Families

Abstract

The inclusion process cannot be reduced to a mere provision of learning compensa-tory measures
for learning of pupils with special educational needs. It about, rather, with the exercise of the
teacher’s critical role as an activator of dialogical dynamics of collaboration among the many
agents involved in school education.
In the frame of a research-training project aimed to support a team of teachers in a primary
school, the data collected with a questionnaire addressed to parents allow to point out the
elements with which drive teachers to acquire greater awareness and competences in sustaining
the collaboration between school and family.