Being a teacher of a child with special educational needs: a rewarding but challenging experience

The research centres on the area of studies into teachers’ professionalism, taking into account key information from the teachers themselves. The research refers to the results of previous studies (Cardarello et. al. 2009, 2011; Antonietti et. al. 2010) which, using questionnaires and autobiographical material, examined the opinions of teachers with regard to their own professionalism and the most frequent difficulties they faced in the workplace. (involving pupils, technology, relationships, feelings, methodology). From these studies it emerged that, in general, the inclusion of disabled children and looking after them and the relationship with them were definitely problems areas for the teacher concerned. Such results are confirmed in the literature in this particular field (Lava et al. 2004; Purdue et al. 2009; Ianes 2011). Other studies show that teachers recognize that relationships with pupils’ families, with colleagues and with the school can be problematic and they often feel insecure about their teaching strategies. (Cavalli 2000; Galliani 2004). The research centres on Italian schools which have full inclusion of disabled children in all types of schools at all levels, and which approve the presence of learning support teachers for inclusion of disabled children in the activities carried out in the classroom. This study intends to carry out research into those aspects documented by teachers which refer to concrete episodes and professional practices giving both satisfaction and putting teachers on the spot.