L’agency dell’insegnante di sostegno: uno studio di fattibilità

Abstract

The work presented here shows the reflections on a feasibility study concerning a hypothesis of planning a research on the teacher’s support. The teacher’s survey of this teacher is particularly
important for the Italian school system, as the figure and role of the specialized teacher for support are a constituent part of the Italian model of inclusive school. Furthermore, since inclusion is a
value that should be shared across all teachers, and because everyone - not just the specialist teacher for support - participate in the process of inclusion of pupils with disabilities, both because inclusion it concerns all pupils, not only those with disabilities, the analysis of the characteristics of the support teacher’s teaching and the identification of its most relevant and significant aspects
regarding the effectiveness of this teacher’s action, can surely offer important ideas for the training of all teachers working in the school system. The research on agency can also provide significant indications for the design of the training paths for teachers, whether they are aimed at training the teacher for the support or aimed at training the teacher.
The article, in particular, elaborates on the possible interpretations of the meaning of teacher’s teaching agency for the support for the purposes of its possible exploration and presents a reasoned reflection on the possible methodologies that can be used by researchers for this purpose.