Progettazione inclusiva e narrazione. Il contributo dell’insegnante di sostegno nella scuola primaria

Abstract

Abstract – Today’s school, more and more committed to the affirmation of an inclusive education, is increasingly devoting attention to a critical review of educational pathways, to the recognition of the differences and diversities of pupils in their developmental progress, to the reduction/removal of barriers, obstacles, marginalisation and isolation at both micro and macro socio-cultural environments. In this perspective, it is enacting a profound revision of the educational-didactic choices by promoting an inclusive design aimed at all pupils, along with those with special or particular needs, requirements and vulnerabilities. The implementation of quality educational-didactic projects, promoted and supported by the specialised teacher, makes use of the effective contribution of narrative, as an inclusive and respectful approach oriented to promoting open and flexible teaching. With this in mind, two inclusive narrative designs are presented with the aim of ensuring an authentic culture of participation, belonging and accessibility in the primary school.