Democracy, equity and equality in life contexts

Abstract

The growing complexity of educational opportunities has led to an expansion of human desires and needs, influencing professional and scientific paradigms and choices. This article explores the relationship between inclusion, democracy and equity in education and training, with a particular focus on promoting the autonomy and well-being of people with disabilities through active inclusion. Using a multidisciplinary perspective, the article examines the normative, cultural and practical context that informs inclusive policies and practices in educational institutions. Through an analysis of data collected through questionnaires administered to teachers of a comprehensive school in the province of Cagliari, the article explores teachers' perceptions and practices regarding the accessibility of learning environments, the use of digital technologies, the role of the teacher in the inclusion of students and the adoption of equitable pedagogical practices.