School inclusion in Italy, inclusiocepticism, epistemological and methodological difficulties of research

Abstract

Is school inclusion in Italy truly effective, or are we facing a well-packaged illusion (a Legend)? How can we assert that it is "worthwhile"? Is current research meeting the needs of Italian school inclusion today? This study highlights the critical issues and challenges within the Italian inclusive school system, analyzing the tension between the ideals of inclusion and their practical realization in schools, characterized also by distortive processes of perception and interpretation of reality. Despite strong legislative and theoretical commitment to inclusion, based on principles of social justice and equality, research reveals how often these do not translate into effective practices. Indeed, it is shown that, concealed by inclusive rhetoric, schools often daily face structural limitations and resistance to change, which contribute to maintaining exclusionary practices. It is precisely in the gap between values and feasibility that skeptical views of inclusion, which are presented and critiqued with research data, find their place. The article delves into the epistemological and methodological problems afflicting research on inclusion, highlighting how definitional uncertainty and methodological issues limit the ability to positively influence educational practice. Proposing a critical and constructive dialogue, this article calls for reflection on an urgent renewal of educational practices and policies, emphasizing the need for more concrete and rigorous research that can truly support an evolution of the system toward high-quality inclusion.