School and Dis-Ability: What Profile and Professional Standards of the Inclusive Teacher in the Post Pandemic School?

Authors

DOI:

https://doi.org/10.7346/-fei-XX-01-22_25

Keywords:

School, Disability, Teachers, Inclusive skills, Didactics

Abstract

In this contribution, the Author attempts to analyze some of the profound changes that have marked the profile and professional standards of the in-clusive teacher in the light of the transformations induced by the Covid-19 pandemic crisis, which has called for a substantial renewal of teaching and processes. inclusive and planning. Along this direction, the need for a paradigmatic, structural and practical change will emerge that really opens the school to the inclusive perspective and makes it become everyone’s and not just someone’s, including in this perspective of change also and «above all» the training of inclusive teachers.

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Published

2022-04-30

How to Cite

Gulisano, D. . (2022). School and Dis-Ability: What Profile and Professional Standards of the Inclusive Teacher in the Post Pandemic School? . Formazione & Insegnamento, 20(1 Tome I), 258–268. https://doi.org/10.7346/-fei-XX-01-22_25

Issue

Vol. 20 No. 1 Tome I (2022): Co-belonging, Co-evolution and Ecosystem Education

Section

Articles

License

Copyright (c) 2022 Daniela Gulisano

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