The laboratories of pedagogical sharing and the Operative Working Group for Inclusion

A proposal to promote an increasingly inclusive school

Abstract

Accessibility and sustainability are fundamental dimensions for designing inclusive school contexts, which are easily accessible to all pupils, especially pupils with disabilities, but also to other actors who contribute, together with the school and in a perspective of educational co-responsibility, to the realization of the life projects of these pupils. In this perspective, the contextual factors are not only traceable to structural and architectural features, but they may relate to other aspects, such as the organization of (in-service) training of teachers and that of the family of the disabled pupil, as well as extracurricular workers. This is one of the many aspects of school inclusion that is essential for improving synergistic work, which requires an interdisciplinary and multidisciplinary design approach within a school space that could connote itself as a laboratory of pedagogical sharing.