Pedagogia speciale e pedagogia dell’inclusione. Tra identità e differenze

This contribution is part of a wide debate aimed at promoting reflections on the contributions of special pedagogy andpedagogy of inclusion in order to enhance and harmonize differences. We intend to propose a reading key that, throughthe analysis of some theoretical paradigms on issues such as citizenship, diversity and limit, questions the identity andthe difference in concept between special education and inclusion pedagogy. It can be said that the two lexical expres‐sions, in a mirror perspective and with an interconnected vision, try to decode human development, its evolution, itsvulnerability and / or potential: these aspects require incisive political‐educational actions to achieve that kind of socialjustice, value in place, inherent in inclusion. It is therefore an effort to reconceptualize, to revisit semantics that, in lightof national and international literature, becomes added value and transversal to build a generative welfare: this horizonthat stands as a backdrop for a new ethical intentionality, aimed at defining operational hypothesis to manage the newand many conditions of diversity with a critical commitment, continuously attentive to personal and contextual change.