The role of teachers communicative‐relational skills in building inclusive processes

Abstract

This paper aims to provide some reflections on the importance of the socio‐emotional dimension and the development of teachers' communicative‐relational skills, based on the idea that the quality of interpersonal relationships, characterized by positive communication, is closely linked to the effectiveness of inclusive educational practices. However, although it represents a crucial component for the success of teaching‐learning processes in an inclusive perspective, the care of teachers' socio‐emotional sphere and the development of communicative‐relational skills are not always valued or addressed in teacher training to the same extent as disciplinary knowledge or formal knowledge. The article presents some exploratory studies conducted both nationally and internationally and discusses the communicative dimensions between teachers and students, teachers and parents, and teachers and colleagues.