Costruire un contesto inclusivo e un efficace co-teaching tra docente curricolare e docente per l’attività di sostegno attraverso la progettazione universale

Abstract

This paper focuses on the inclusive potential that general education teacher and special education teacher can generate by working together in their everyday work, without waiting for reforms of the current school organization, but simply by modifying the parameters of co-teaching and by promoting the construction of learning environments following the Universal Design approach that bust the barriers to learning and guarantees effective and inclusive co-teaching. In everyday experience, the special education teachers participate in the didactic activities developed by the class council but their role is often passive, in a secondary position. The simple simultaneous presence in the classroom is not co-teaching; in most cases the general education teacher teaches and special education teacher assists or observes. In Italian schools there are several skilled teachers who represent latent resources that should be valued and activated to improve the learning levels of students in a deeply inclusive perspective.