Inclusion in lower secondary school according students’ point of view: research data

Abstract

Monitoring and evaluating the school context, is central to the definition of inclusive policies (Unesco, 1994) for all students, and especially for students with learning disabilities, to develope strategic learning skills which are designed in the context of the study method. Acquiring a specific study method can help all students to face difficulties in instrumental skills and "learning to learn” (European Parliament, 2006). According to the full inclusion conceptual framework for the Italian school and the EBE perspective in special education a wider theoretical-explorative research was designed to primarily investigate the study method in classes with learning disabilities students. In this framework, the research also investigated from the secondary school students’ point of view, focus of this paper.The results show a non-positive situation compared to the level of inclusiveness of the scholastic context with reference to the promotion of the study method.