Teachers’ socioemotional competencies and the negotiation of special educational needs in inclusive classrooms

Abstract

The growing heterogeneity of contemporary school classes requires a reconceptualization of the boundary between normality and special educational needs, recognizing it not as an objective reality but as the contingent outcome of pedagogical, organizational, and relational practices. The article conceptualizes the classroom as a space of margin negotiation and analyzes the role of teachers’ socio-emotional competencies in managing differences. Particular attention is devoted to differentiated instructional practices and to the risks associated with an uncritical use of artificial intelligence in the processes of identifying needs. The contribution proposes an integrated model of inclusive professionalism grounded in socio-emotional competencies, pedagogical judgment, and the critical use of technologies.