Responsive Teaching as a strategy for inclusive didactics

Abstract

In light of the current national and international educational policies and
starting from the reflections deriving from inclusive education, the present
research work aims at describing the didactic potentialities of Responsive
Teaching. This one is an educational relationship-focused approach that allows
teachers to shape their teaching action taking into account the students’
different learning styles within a dimension of constant interaction
aimed at achieving specific educational objectives. In this sense, the Responsive
Teaching seems to translate, on a praxic level, the founding principles
of the inclusive approach, supporting the teaching-learning process
even when it is characterized by the presence of special educational needs.