Effective strategies for school inclusion: ‘reality’ of research and ‘representation’ of teachers

Abstract

The paper addresses the issue of effective teaching strategies on an inclusive level and invites to critically investigate the relationship between what is highlighted by today’s research and what teachers know and represent, especially from the point of view of their professional training. By comparing the evidence derived from the literature with the results of a survey on quantitative/qualitative data involving 150 teachers, the paper describes a picture of substantial convergence, though with some important differences, between the ‘reality’ of research and the ‘representation’ of teachers and offers evidence in favour of a more customized professionalization of teachers, able to transform foreknowledge and not only provide content.