Inclusive Education in Italy
This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.
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CHAPTER 1 STRUGGLES FOR INTEGRAZIONE SCOLASTICA Historical and Legislative Analyses
CHAPTER 2 INCLUSIVE EDUCATION AND SPECIAL NEEDS EDUCATION
CHAPTER 3 A SOCIOLOGICAL APPROACH TO THE STUDY OF INTEGRAZIONE SCOLASTICA
CHAPTER 4 POLICY ANALYSIS Mistaking the Means for the End
CHAPTER 5 INVESTIGATING INCLUSIVE PRACTICE IN THE SCHOOLS OF ADRIAZZURRA
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Inclusive Education in Italy: A Critical Analysis of the Policy of ...
No preview available - 2011
Adriazzurra Ainscow allocation analysis approach argues Armstrong assessment barriers Barton Booth Canevaro categorisation chapter class teachers classrooms conceptualisation concerning Consequently considered construction context contribute critiques cultural D’Alessio development of inclusive differentiated classes disabled children disabled pupils disabled students discourses diversity Don Milani School education system example exclusion Fellini School Foucault Framework Law Gramsci handicap head teacher hegemonic human rights Ianes identified impairment implementation inclusive education individual individualised education plan integration integrazione scolastica interpretation Interview investigate issues Italian legislative measures mainstream settings marginalised model of disability normalisation number of disabled Oliver organisation participation particular pedagogical pedagogy people’s perspective policy makers policy of integrazione political power relations practices procedures process of integrazione promote regular schools role segregated self-advocacy Slee social model society special educational needs special needs education special schools special unit statement Stiker struggle suggests support teacher teaching and learning teaching assistant theoretical transformed