Representations and practices of inclusive acting

A methodological path and an educational activity from a case study

Abstract

The didactic action is aimed at supporting in the students, on the one hand, processes of formative evaluation as continuous reflection on representations and practices of inclusive acting and, on the other, appropriately intentional educational activities aimed at promoting conceptualizations and actions capable of removing obstacles to co‐building "inclusive cultures" in the classroom context. For this reason, a case study is reported in the context of a university course underlying both the educational intentionality, the didactic planning methods and the formative evaluation of a laboratory activity based on performative languages. This activity was intended to promote awareness processes in students on their way of thinking and acting inclusive, while providing the opportunity to question and re‐semantize them thanks both to the laboratory experience and a formative evaluation activity carried out.