I disturbi dello spettro dell’autismo: dagli esiti della formazione degli insegnanti alle politiche per l’inclusione

According to the international paradigms (UNESCO, 2009, CoE, 2018), the Italian Ministry of Education has completed various teacher training initiatives (L.170 / 2010, MIUR, 2016) in order to "interpret the inclusion as a modality to manage daily the classes "(ibid, p.38). Therefore, the University is committed to promote and improve the inclusive quality of teaching (Chiappetta Cajola, 2013). For example, the Master in "Teaching and Psychopedagogy for Autism Spectrum Disorders" was aimed to satisfy the right and the inclusion of students with Autism who are growing in the Italian school (ISTAT, 2018). To improve the professionality of teachers, a theoretical-exploratory research was conducted (Lucisano, Salerni, 2012) which involved the participants of the aforementioned Master's Degree, during the academic year 2016/17 at the Department of Education of Roma Tre University. In order to evaluate the training proposal of the Master (about the effectiveness of the methodological-didactic approach, the quality of the lessons in presence/on-line, the internship and the utility in the didactic practice at school), the research has foreseen a web survey built from two dimensions of analysis: 1. the customer satisfaction, as perception of the quality of training (Leblanc, Nguyen, 1999; March Navarro et al., 2005; Zanella, 2001); 2. the self-assessment of teachers about the ability to provide adequate environments, and to facilitate learning and participation of students with autism (Bocci, 2008; Chiappetta Cajola, 2015, 2018; Cottini, 2011). Among the results of the research it will be significant to note the positive impact of the training on the levels of professionalization of teachers and on the quality of education, also in order to provide usefull informations to the competent decision-makers for the development of inclusive policies.