Inclusione: una questione di formazione? Formazione degli insegnanti di sostegno e modalità di reclutamento come fattori non tradizionali di disuguaglianza

Abstract

Abstract – The shortage of specialized special needs teachers is a problematic issue for the quality of inclusion in the Italian context. The phenomenon depends on two non-traditional factors of inequality determined by the organization of the school system, i.e., initial teacher education and recruitment. In this essay we process data provided by MI and ISTAT to understand the magnitude of the phenomenon and analyze the results of an asynchronous online focus group through which the voices of teachers and parents on the issue were collected.