“Seeing with new eyes the relationship between school and family when there are students with Special Educational Needs”: an exploratory analysis in four Italian regions

Abstract

A few years after the introduction of the legislation on Special Educational Needs, this qualitative research intends to collect the experience of head teachers and teachers from four Italian regions (Lombardy, Piedmont, Ligury, Sicily). The 41 semi-structured interviews were analyzed following the approach proposed by Mortari (2007) and from the analysis four main themes emerged: fragility, responsibility, prejudice and (in) injustices and alliances inside and outside the school. The data collected can guide and encourage the construction of a positive relationship between school and family with positive benefits for all the actors involved in this relationship.