An inclusive teacher for a school of differences

Abstract

A school, being asked for dealing more and more with differences, needs teachers who are truly inclusive, capable of building learning contexts and relationships that allow everyone to enjoy the best opportunities to achieve educational success.
This article analyses the “milestones” of inclusive education and focuses on the curricular structure of the course of study in Primary Education Sciences, looking at it as the educational model significantly oriented towards training teachers capable of addressing the differences that inhabit and enrich our classrooms.