Educational response to pupils with disabilities: a study in the city of Messina

Abstract

Social and school inclusion is a special research field that is essential for effective educational policies and practices. The article aims to investigate the educational response towards pupils with disabilities and the proposals to solve problems of inclusion through the perception of teachers. The research involved 606 class and support teachers of upper secondary schools in Messina, Italy, reconstructing the reasons behind the choice of the current paths of inclusion, the teaching methods applied to the whole class or to the student with disabilities alone, and the advantages which inclusion can bring to class learning, to the socio-affective condition and to professional growth. Data analysis shows the perception of a greater need for collaboration between those responsible for school courses; it also shows a need to overcome the differences between current occupational roles. To achieve full school-based inclusion, the good will of those working in this field (teachers and managers) is not enough, whilst the institutions should enact specific laws as well as to implement them in everyday practice.