The specialized teacher for the support and new challenges of inclusion

Abstract

The contribution intends to outline the role, professional identity and development potential of the specialized teacher for the support and challenges that he faces daily in school to encourage the inclusion of students with difficulties, contributing, with his skills, to the well‐being of the whole class. It was decided to give the floor to some aspiring support teachers reached as part of a vast exploratory survey, carried out in three Italian universities, during their specialization courses. The idea emerges of a figure who, starting from the initial training phase, is called upon to face at least three chal‐lenges (professional, didactic and technological) to become an innovator of teaching practices and thus make the school an inclusive environment, ca‐pable of welcome everyone's diversity and capable of valorising the difference.