Talking about inclusion still means that there is someone to be included within a context (scholastic or social). Nevertheless, we know that putting in is not enough: inclusion must necessarily involve the process of transforming scholastic contexts. This is a difficult issue, since from several years literature deals with it, but the scholastic practice still shows nowadays pull and push out events. For these reasons, we have decided to do a qualiquantitative research aimed at detecting teachers’ perception of inclusive processes at school. Thus, the QuePIS (Italian: abstract Ricerche Questionario sulla Percezione degli Insegnanti dei Processi Inclusivi a Scuola) has been administered to a group of teachers (210) of different school degree. The QuePIS – specifically built by the authors of the present paper – mainly investigates the teachers’ perception regarding the factors (cultural, organizational and didactic) that facilitate or hinder the development of inclusive processes in the contexts of belonging. The results highlight different critical aspects, as for instance the persistence of the phenomenon of delegation between curricular and support teachers, the scarce participation of all the components in the procedures of scholastic governmental, the use of traditional teaching practices.
Bocci, F., Dimasi, E., Guerini, I., Travaglini, A. (2020). Diversità e disabilità: come gli insegnanti percepiscono l’inclusione. In Ricerca, scenari emergenze sull’inclusione, Atti del Convegno internazionale SIRD, Le Società per la società: ricerca, scenari, emergenze 26-27 Settembre 2019 (II Tomo, Sezione SIPES) (pp.73-83). Lecce : Pensa Multimedia.