The challenges of special pedagogy in inclusion processes

Abstract

Considering the methodological and strategic structure of educational paths aimed at inclusion in a pedagogical view means, first of all, providing the cultural and anthropological framework to read and interpret special educational needs. This is significant in the light of an overall perspective of the person's functioning, respecting the inviolable principle of the holistic nature of his being and the interweaving in which the multiple aspects of his existence find space. Recognizing the diversity and the singularity of the human being means knowing how to understand and value the intelligences, talents, attitudes, and preferences taking into consideration the learning methods and styles, knowing how to create a constant dialogue between educational and training opportunities and the individual's experience in terms of interests, knowledge, previous skills, situations, and significant experiences. Thus, the methodological framework in which knowledge, pedagogical and special teaching skills can contribute to the development of educational and social equity, is characterized by a multiplicity of accessible, inter-disciplinary, situated, and immersive learning opportunities, based on multiple and differentiated teaching mediation in their complementarity.