Disability and Interculturality. Reflections for training of specialized teachers for educational support in an intersectional perspective

Abstract

This paper aims to contribute to the ongoing discussion on the issues related to inclusion, as a process essential for the entire society. Specifically, it examines the connections between the intercultural perspective, critical pedagogy, and special education within the framework of the Disability Studies and the Disability Critical Race Theory. Based on this framework, this paper explores insights from both inclusive educational linguistic and inclusive pedagogy, focusing on the intersection of two conditions – considered as a form of double vulnerability: categorizing an individual as both having a migratory background and as disabled. This categorization can lead to a dual exclusion. Finally, in light of the lack of attention to an intersectional approach in Italian legislation, which has resulted in the omission of intersectionality in teacher training programs, the paper investigates some best practices for training of specialized teachers for educational support.