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




School, Disability, Teachers, Inclusive skills, Didactics


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.