Learning without barriers: quality, equity and autonomy in the school system in an inclusive perspective. Empirical analysis and research perspectives

 

Anna Pietrocarlo

 

 

The aim of this research is to investigate the evolution of inclusive education through the analysis of predominantly qualitative data collected from a number of schools in the city of Bergamo and its provinces.

The underlying problems that the theoretical framework has tried to answer are basically two: 1. How we should organize schools to overcome the cultural and structural constraints that prevent them from embarking on a successful shift towards an inclusive education model?; 2. How should an inclusive school be organized?

Italian schools have achieved remarkable results in areas such as the extension of compulsory schooling, the integration of pupils with disabilities and special educational needs, however, they are still not a “ place for everyone”, as demonstrated in data (ISTAT, MUIR, OECD) on the levels of school leavers; dropouts; cultural and occupational segregation.

The research, exploratory in nature, is based on a selected sample. This choice allowed us to select schools of every type and level, varied in terms of their background and formation, favouring schools with a vertical approach. Theoretical reconstruction and empirical analysis, through the ‘Index for inclusion’, with a heuristic perspective, made it possible to draw up a general framework that emphasises the segmented and uncoordinated nature of the school system. In particular, the analysis showed that the inclusion process in Italy is fragmented. It is tied to individual projects and to the individual wishes of the protagonists in the school world, often extemporary and short-lived due to the high turnover of teachers, along with the lack of educational personnel with full-time contracts. This is because inclusive education policies have almost always been developed and introduced in the form of legislation, without understanding that they also require strong connection, and desire to make change, between declared policies, cultures and educational practices.