The contribution addresses the challenges for an inclusive education within the Italian school system, where the support teacher is a pivotal figure. This role, mandatory in classes with certified disabled students, requires a one-year post-graduate specialization course at university, including a compulsory traineeship in schools. The research is grounded in the thematic analysis of over 100 final internship reports submitted by trainees during the 2023/2024 and 2024/2025 academic years. The paper's objective is to describe and discuss the systemic critical issues—such as delegation and gaps in collaborative practices—that hinder the effective implementation of inclusion in school, offering insights for policy reform and professional training.
Challenges for an Inclusive Education in Italy: Insights from Support Teacher Trainees
Silvia Zanazzi
2026
Abstract
The contribution addresses the challenges for an inclusive education within the Italian school system, where the support teacher is a pivotal figure. This role, mandatory in classes with certified disabled students, requires a one-year post-graduate specialization course at university, including a compulsory traineeship in schools. The research is grounded in the thematic analysis of over 100 final internship reports submitted by trainees during the 2023/2024 and 2024/2025 academic years. The paper's objective is to describe and discuss the systemic critical issues—such as delegation and gaps in collaborative practices—that hinder the effective implementation of inclusion in school, offering insights for policy reform and professional training.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
