Il modello italiano di educazione inclusiva: superare la segregazione per gli alunni con bisogni speciali

In every classroom, there are different ways of seeing, thinking, and learning. Recognizing and celebrating these differences is what makes education truly powerful. Inclusive education is not simply about adapting lessons for a few students, it’s about transforming the whole learning environment so that everyone, regardless of their abilities or background, can feel valued and supported.

Il corso “Special needs and inclusive education: the Italian experience of overcoming segregation”, tenutasi a Bologna da 10th to 16th May 2026. This edition brought together passionate educators from across Europe and beyond: Irene Cumplido and Sara Vela Ferres from Escola La Garalda (Spain), Rocío del Carmen Herrera Vargas from Preescolar Delta Torremar (Ecuador), Esther Wilson and Lilian Felter from Instituto Padagogico Arubano – IPA (Aruba), and Petra Sršić from Srednja škola Ilok (Croatia).

The course began with an introduction to the concept of inclusion in education, highlighting how every child should have access to meaningful learning experiences within a shared classroom environment. Through practical discussions and collaborative activities, participants reflected on their own approaches and explored ways to adapt lessons to better meet the needs of each student. They also learned how to build supportive classroom communities, where cooperation, empathy, and flexibility play a key role.

During the week, the group examined the Italian model of inclusive education, which is internationally recognized for its commitment to integrating students with special needs into mainstream schools. They discussed how this approach developed historically, and how the collaboration between classroom teachers, support teachers, and families ensures that no learner is left behind.

A particularly valuable moment of the course was the school visit on Thursday, where participants were able to observe inclusion in practice. Visiting a local school allowed them to see how co-teaching e support systems function in real-life classrooms. They met teachers who shared their experiences and challenges, providing authentic insight into how inclusion is nurtured day by day.

The programme also emphasized the importance of communication and teamwork among educators, exploring co-teaching models and classroom management strategies that promote shared responsibility. Participants discussed how using Strumenti ICT e tecnologie assistive can enhance accessibility, motivation, and engagement for all students, including those with learning difficulties.

By the end of the week, the participants had gained a deeper understanding of how inclusive education can transform schools into spaces where every learner feels capable and valued. They left Bologna with renewed energy, practical tools, and a strong sense of community ready to continue promoting inclusion in their own educational settings.

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