查看文章

The contribution, through the gaze of Special Pedagogy, intends to study the experience of the phenomenon of scholastic and social inclusion achieved in Italy over the last fifty years. Emerges a complex and gradual regulatory, cultural, educational and didactic path which in promoting integration for pupils with disabilities, from nursery to university, allowed to guarantee the full participation for all. Rather than being characterized as a process dedicated exclusively to a particular portion of society, inclusion has become a progressive reality that has favored the creation of networks between institutions, has promoted dialogue between different disciplinary fields, it has encouraged the search for strategies and tools to create accessible contexts and has contributed the whole society’s democratic and cultural development. The same special-pedagogical gaze, which allows to identify the connections and the reticular nodes at the base of the process development, it becomes the cultural tool through which target the numerous critical issues and challenges that inclusion still presupposes.