Per un professionista inclusivo: l’insegnante specializzato per il sostegno tra dimensioni formative e bisogni attesi

Abstract

Abstract – The paper analyzes some results of the try-out phase of an exploratory survey conducted at national level on the Specialization Courses for teaching support for pupils with disabilities, promoted by the European University of Rome, which involved 238 students. By outlining the essential features of the theoretical background of the survey, the reasons underlying the choice of specialized and inclusive teacher profiles will be highlighted as useful references for investigating the reading and preferences of the interviewees regarding the course, as well as the use of the dimension of values, self-reflection and action-research as key themes of training methods more oriented towards teaching professionalism. The analysis of some outcomes of the survey will show the need for an at least partial rethinking of the setting up of the Course, possible in the short term only through a "personalization" by the Directors, starting from the indirect internship.