Il nuovo profilo dell'insegnante nella scuola inclusiva

Moving from the awareness that inclusion is an educational approach based on ethical principles, the work of the thesis is aimed at tracing the new outline of the teacher in a school that has assumed the configuration of inclusive community through a complex social and cultural process. After the close examination of international and national documents and also of the Italian legislation in which the rights of the individual are essential, the attention is drawn to the changed system framework that finds in the autonomy of schools important pedagogical foundations, supported by subsequent tendencies deriving from the European Union after the Lisbon Council 2000. Therefore, in a scenery reformed by specific legislative actions, the historical overview of the teacher’s outline has been traced, which is basically embodied in the relevant areas prefigured by the “Buona Scuola”. Precisely to detect the state of performance of the teacher in the inclusive school this research work has been realized, which has involved a sample of in-service teachers working in first and second cycle schools located in the centre of the city of Cosenza and in the hinterland. The data recorded represent some “bright signs” of what an inclusive school is, whose main protagonists are the pupils, co-managed by a “facilitator” teacher who is responsible and conscious of the necessity of “being present” within the educational relationship, in a community that is well-organized and aimed towards the innovation and the incessant improvement of educational processes.