Inclusive italian pedagogical practices for students with desabilities evidenced in scientific articles

Abstract

This research focuses on inclusive pedagogical practices, discussing the different factors that permeate them, such as educational actors and their relationships, public policies and local legislation, educational planning, as well as actions and reactions towards students with disabilities. Thus, the objective is to analyze specific Italian inclusive pedagogical practices for students with disabilities evidenced in scientific articles. To achieve this, the methodology of this research was determined to be bibliographic in nature, through a qualitative approach and the analysis was carried out through Content Analysis. From this, it is understood that for an inclusive pedagogical practice to be considered successful, among the different factors, the interpersonal relationships between teacher and student, the variety and availability in the selection of pedagogical resources, the initial and continuing training for the teacher's practice and the relationships between the professionals of the interdisciplinary team with the teachers in the development of the practices, become target points for its implementation, guided by local policies and personal and professional experiences of each educator.