Inclusive Education: Research Training through Research

Abstract

Inclusive Education constitutes a relation between researchers and teachers upon shared and reciprocal training research path: research skills are fundamental for an inclusive teacher, as long as evidence-based practices are not avoidable as requirements for a researcher focussed on special educational needs. Complexity is here meant as variable, as problematic, as a host for educational contextualization, and according to some researchform-action belonging to a long-established work on didactics’ guidelines.
When acknowledging such complexity’s value, it is possible to start the construction of a pedagogical model which, from within Inclusive education, will be addressed to the formation of the individual and of an inclusive scholastic community.