This paper offers a contribution to the debate raised by Giangreco, Doyle and Suter (2012), regarding the inclusion of pupils with disability and/or other special needs in normal schools. The main issues to be discussed are: the dependence of the number of “disabled” children on the methodology of diagnosis and on the definition of disability; the need to consider the duration of time spent in schools as a relevant statistical variable; the categories of personnel involved in “inclusion” (teachers, assistants, others); the pupils with different special needs, but not certified as having a “disability”, who have to be considered also for inclusion and therefore necessarily require special support. In conclusion, some psycho-social variables interacting with inclusive processes will be outlined that have to be taken into account in research and/or intervention.
|Titolo:||Rethinking inclusion and its conditions: A reply to Giangreco, Doyle & Suter (2012)|
|Data di pubblicazione:||2012|
|Citazione:||Rethinking inclusion and its conditions: A reply to Giangreco, Doyle & Suter (2012) / Di Nuovo S. - In: LIFE SPAN AND DISABILITY. - ISSN 2035-5963. - 15:2(2012), pp. 75-83.|
|Appare nelle tipologie:||1.1 Articolo in rivista|