Italien - sprachliche Teilhabe durch Inklusion

This paper is the result of a trilateral research project (France, Germany and Italy) that was funded by the German Research Foundation, the Maison des Sciences de l'Homme and Villa Vigoni. The aim of the project was to examine the interplay between social rules of individual education and language acquisition of migrants against the background of different ideologies of inclusion: In Italy, the strategy of direct educational participation has been pursued since the 1970s, initially with the inclusive integration of disabled people into normal school classes and now with the inclusion of migrants. In Germany, on the other hand, the federal states favour special structures such as welcome or preparatory classes before admission to regular classes, in order to ultimately ensure homogeneous learning conditions for all. France has chosen a compromise. Each of these concepts has its own problems and opportunities, which were examined in this project – in the conviction that all three participants can learn from each other. In the present part on Italy, the Italian education policy for refugees and migrants is examined in more detail.