Progettare l’inclusione a scuola: analisi di bisogni formativi e modello di ricerca-formazione

The topic of this study is inclusion in school context. For inclusion, we mean: the school context availability to welcome and answer the students needs, by implementing various actions (Booth, Ainscow, 2014) both for those with permanent disabilities and those with temporary special educational needs (Ianes, 2006). The European and Italian debate on the topic of inclusion is quite intense and productive (Warnock Report, 1978; Salamanca Statement, 1994; OECD, 2004; ONU Convention, 2006; UNESCO, 2009). However, despite the long time experience of school integration, schools have several difficulties in thinking and acting according to the inclusive perspective, (TreeLLe Foundation, 2011; Ianes et. al, 2011; Antonietti & Bertolini 2015; Cottini & Morganti, 2015). Consequently, it is crucial both to promote investigations involving schools and start collecting relevant information from the schools themselves. Exactly with this purpose, the research deals with a Comprehensive School of the Province of Reggio Emilia (including preschool, primary and first grade of secondary school). This experience started in the 2014-15 academic year and is still in progress. This experience has two aims: on the one hand to explore teachers perception about inclusive practices in their schools. For this purpose we prepare and adapt (collaborating with school referent) a questionnaire starting from a review of different sections of existing tools (ERVIS, INDEX, QUADIS). After the data analysis and interpretation we will start teachers training aimed at the implementation of good practices of inclusion in classes. On the other hand, we will put into practice “Ricerca-Formazione” by monitoring and documenting processes. The purpose of this paper is to present the first results of the data analysis, focusing strength and weakness about inclusion in school context according to teachers evaluation - also comparing different school degree - and to discuss consequent formative actions.