I docenti curriculari e la loro formazione sulle tematiche pedagogiche speciali inclusive

This chapter advances a comprehensive vision of inclusive schooling that moves beyond diagnostic labels toward a rights-based, capability-oriented approach rooted in the ICF framework and the social model of disability. It argues that an inclusive curriculum must flexibly braid cognitive and relational processes across the school trajectory, positioning individual differences as resources for learning rather than obstacles, and operationalizing Differentiated Instruction and Universal Design for Learning as everyday design principles. The text frames teachers as reflective professionals who co-construct accessible learning environments, document decisions and impacts, and sustain students’ self-determination and participation through intentional feedback and collaborative planning with families and the wider community. Evaluation is reframed as formative and descriptive—centered on progress, participation, and well-being—counterbalancing reductive numeric grading and tracing growth through evidence, narrative, and criterion-referenced judgments. The chapter details design “scripts” that align adaptations, compensations, and dispensations for Special Educational Needs with equitable access to curriculum, and it calls for school-level monitoring of inclusive quality, impact evaluation, and research–practice partnerships that strengthen mentoring and induction. Digital technologies and AI are treated as enablers—when guided by DigCompEdu and an ecological communication stance—expanding multiple means of representation, engagement, and action while avoiding micro-exclusions. Ultimately, the chapter situates Italy’s trajectory from integration to inclusion as a distinctive reference point in Europe and articulates equity as enacted personalization: responsive environments, differentiated pathways, and shared professional responsibility that make authentic learning possible for all.