Educators and support teachers in today’s school. Meeting between professionalism, oles and functions. Research-action paths

Abstract

This work explores the epistemological foundations which guide the analysis
of educational practices into a procedure of cognitive research, a training
modality based on reflective thought.
A strong need to counteract the fragmentation of disability interventions
today requires the school to pay particular attention to the interests and
needs of children who are not only educational needs, but also “special educational needs”. Through a path of research-action, we have tried to stimulate and promote the relationship, the comparison, the exchange and the
interchange between different professionalism (school educator and specialized
teacher), stimulating the reciprocal and continuous dialogue for a
common goal, in the school, but also in the extra-school, through the elaboration of integrated projects on the persons with “special educational needs” and on their project of Life