Formazione iniziale e inclusione scolastica. Quali competenze per gli insegnanti di sostegno?

Providing quality, equitable, and inclusive education, while promoting lifelong learning opportunities for all, is an ambitious yet essential goal for fostering a fairer and more cohesive society. This study focuses on the role of supporting teachers as key figures in the implementation of inclusive educational processes. Through a questionnaire survey of the entire population of 1,078 students enrolled in the TFA support program at Link Campus University in Rome, the skills deemed essential for inclusive teaching were analyzed. These skills include the ability to adapt curricula, build strong relationships with students and their families, and employ a variety of teaching strategies. The results highlight strong motivation among support teachers and a high awareness of the importance of relational and pedagogical skills. The study emphasizes the need for initial training that promotes the development of specific skills for inclusive teaching, ensuring equal learning opportunities for all students. The findings offer valuable insights for designing more effective training interventions and supporting teachers in their daily practice.