Teacher training and strategies to promote inclusive school

Abstract

Inclusive education to become a tangible reality in the educational process of today's school
requires concrete action and constant monitoring. Measuring inclusive quality is one of the key
factors in its development, but surely the key element is the teachers’ class, the main and primary
proponents of inclusive education.
Teachers can achieve inclusive education if properly trained and if they are offered valid measurement
tools. Training teachers to promote inclusion directly in the contexts in which they
operate and in relation to their students, means ensuring each person's educational success and
professionally growing the teacher; instead, operating through valid measurement and monitoring
tools allows a constant evaluation and the possibility of context analysis and self-analysis
of educational actions.
The study aims to illustrate the results of a research and training process, implemented in some schools in Palermo and the province in the 2018-2019 school year. Through the research process, the aim was to enhance the educational action of teachers as a tool to promote the school's inclusion
as a community.
The article presents the results of the experimentation aimed at drafting and implementing inclusive teaching practices. This contribution proposes an original inclusive path of the school system, the characteristics and results obtained in the context of research planning and teaching design are presented.