On National Teacher Day, meet the 2024-25 Kenan Fellows
Inclusive Education: an analysis of Italy and Spain schools
1. “Including But Not Limited To”.
Fostering Inclusion
in Italian and Spanish schools.
Fabio Dovigo e Anna Pietrocarlo
University of Bergamo, Italy
Cadiz, Sep/18/2012
2. This work examines the current evolution of
inclusive schools in Italy and Spain
through the analysis of two cases
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
3. The framework
The literature shows that the inclusive process
adopted in Spain and Italy has common features,
but also significant differences.
(Gobbo, Ricucci, Galloni, 2011; Cornoldi, Terreni, Scruggs,
Mastropieri, 1997; Enguita, 2009; Cardona, 2009).
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
4. Common features
Support to Quality
Unidirectional
educational and
approach
policies
equity
no special schools, addressed to as key values for
one school for all students
promoting
children
with SEN
educational work
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
5. Differences
Levels of autonomy
Moderate
High
decentralization
centralization
(Spain)
(Italy)
Economic investments
Ethnic minorities,
socioeconomic Students with
disadvantaged students
disabilities
(Spain)
(Italy)
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
6. Both countries
+ but
-
carry out special interventions don’t
policies, measures leave a real mark
and practices on the way the
addressed to schools normally
specific categories plan and organize
of pupils
activities
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
7. Therefore
the ensuing scenario could be defined as a
“fragmented inclusion”
What are the causes?
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
8. Research
Analysis of significant cases
2 primary schools
Spain
Italy
The aim was not to produce a comparison, but to
highlight the strong and weak points of the inclusive
projects promoted by schools in each country
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
9. Spain
Situated in a
Characterized
Primary town of an
by a
schools Autonomous
population of
(nursery and 500 students, Community
more than
primary 30 teachers
(on the
50% of
education, age outskirts of
immigrants
3 to 12)
Madrid)
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
10. Italy
Primary and
Located in a
secondary Characterized
town with a
schools by a
680 students, population of
(nursery and population of
75 teachers
120.000, 40
primary 12% of
km northeast
education, age immigrants
of Milan
3 to 13)
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
11. Method
The research has been divided into two phases, bent to collect
both quantitative and qualitative data from the schools:
schools’ socio-economic and demographic background,
curriculum offered,
1
st database’ career,
phase
organizational structure,
and documentation about inclusive projects fostered by
schools;
focus groups,
semi-structured interviews,
2nd
classroom observations,
phase
and four questionnaires on-line adapted from the Index
for inclusion (Booth, Ainscow, 2011).
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
12. Why the Index for inclusion?
It allows to explore three major areas of school organization
and improvement:
1) creation of cultures,
2) production of policies,
3) development of inclusive practices;
It highlights the role of practices;
Its articulation makes great about the so-called implementation
phase, without which any document of school politics becomes
rhetoric and an instrument of propaganda.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
13. Findings (Spain)
“[…] Cooperative learning has fostered
greater dialogue among teachers. Pupils
like it, but all depends on the background
of teachers implementing it… Some teachers
tend to dismiss it, so we run into
difficulties…” (Primary school teacher, 11/8/2012)
“[…] It must be said that in the classroom
there are so many different situations,
which can not be disregarded. So, we must
pay attention to a number of personal
dynamics…” (Head Teacher, 10/8/2012)
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
14. Children cooperate in playing and learning (teachers)
Los estudiantes aprenden de manera cooperativa (profesores)
Other
Otro 0%
Never
Nunca 0%
Rarely
vez
Rara 0%
Sometimes
A veces 24%
Often
A menudo 41%
Always
Siempre 35%
0% 10% 20% 30% 40% 50% 60% 70%
Durante las clases suelen trabajar en parejas o en pequeños grupos
Activities are organized in pairs or small groups (pupils)
(estudiantes)
Other
Otro 0%
Never
Nunca 2%
Rarely
vez
Rara 5%
Sometimes
7%
A veces
27%
Often
A menudo
58%
Always
Siempre
0% 10% 20% 30% 40% 50% 60% 70%
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
15. Los profesores de apoyo promueven el aprendizaje de todos los
Supporting teachers promote learning for all children (teachers)
alumnos (profesores)
Otro 0%
Other
Nunca 0%
Never
Rarely
vez 0%
Rara
A veces
Sometimes
12%
A menudo
Often
18%
Always
Siempre 71%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Having unsupporting teacher in aula ayuda a all students to
Tener a profesor de apoyo en el class helps mí y a mis
accomplish their para hacer el trabajo (estudiantes)
compañeros work (pupils)
Other
Otro 0%
Never
Nunca 0%
Rarely
Rara vez 7%
Sometimes
A veces 12%
Often
A menudo 24%
Always
Siempre 57%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
16. Teachers and parents/carers collaboratefamilias (profesores)
Existe colaboratión entre los profesores y las (teachers)
Other
Otro 0%
Nunca
Never
0%
Rarely
vez
Rara 0%
A veces
Sometimes
41%
A menudo
Often
47%
Always
Siempre 12%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Mi familia se siente involucrada en lo que sucede en la escuela
My parents/carers feel involved in school activities (pupils)
(estudiantes)
9%
Other
Nunca
Never
20%
Rara vez
Rarely
21%
A veces
Sometimes
20%
A menudo
Often
31%
Always
Siempre
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
17. Findings (Italy)
“ […] School are not really able to integrate
from one level to the next… Many projects - and
the outcomes achieved - are generally not well-
known, nor valued as they deserve, even within
the same institution…” (School Deputy Director,
10/3/2011)!
!
“[…] I would like better relationships and
collaboration between all teachers in the class
council, including the support teacher. Our work
is rarely praised by colleagues…” (Primary school
teacher teacher, 1/20/2012)!
!
“[…] We must think about integration and… if we
want to be forward-looking, the inclusion of our
students… but first, we have to integrate
ourselves…” (Supporting teacher, 3/14/2012)!
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
18. Teachers collaborate between them (teachers)
100.00%
80.00%
60.00%
32% 43%
40.00%
20.00% 20%
4% 1%
0.00%
0%
1 2 3 4 5 6
Always
Often
Sometimes Rarely
Never
Other
Teachers collaborate between them (pupils)
100%
80%
60%
34% 30%
40%
17%
20% 10% 4% 6%
0%
Sempre
Always
Spesso
Often Qualche volta Raramente
Sometimes Rarely
Mai
Never Other
Other
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
19. School encourages children and adults to feel alright with themselves (teachers)
100%
80%
60%
43%
40% 32%
20%
20%
4% 0% 1%
0%
Always
Often
Sometimes Rarely
Never
Other
La scuola helps me to feel alrightme stesso (studenti)
School mi aiuta a star bene con with myself (pupils)
100%
80%
60%
35%
40% 19%
22%
14%
20% 7% 4%
0%
Sempre Spesso Qualche volta Raramente Mai Other
Always
Often
Sometimes Rarely
Never
Other
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
20. Children learn in a cooperative way (teachers)
60% 49%
50% 38%
40%
30%
20%
10% 2% 8% 3%
0%
0%
Sempre
Always Spesso
Often Qualche volta
Sometimes Raramente
Rarely
Mai
Never
Other
Other
During lessons I often work in pair or small groups (pupils)
60%
50%
38%
40%
30% 19% 23%
20%
6% 7% 7%
10%
0%
Sempre
Always
Spesso
Often Qualche volta
Sometimes Raramente
Rarely
Mai
Never Other
Other
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
21. Supporting teachers promote -
learning for all children (teachers)
50%
36%
40%
30% 21% 22%
20% 13%
7%
10% 2%
0%
Sempre
Always
Spesso
Often Qualche volta
Sometimes Raramente
Rarely
Mai
Never
Other
Other
Having a supporting teacheralcune lezioni mi aiuta a svolgere tomio
Avere un insegnante di sostegno in in class helps all students il
lavoro (studenti)
accomplish their work (pupils)
50%
39%
40%
30%
24%
20%
9% 10% 10%
10% 7%
0%
Always
Sempre Often
Spesso
Sometimes
Qualche volta Rarely
Raramente
Mai
Never Other
Other
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
22. -
Adults and children are sensitive to different expressions of gender (teachers)
50% 40% 41%
40%
30%
20% 11%
7%
10% 1% 1%
0%
Sempre
Always
Spesso
Often Qualche volta
Sometimes Raramente
Rarely
Mai
Never
Other
Other
-
Being gay or lesbian is seen as a normal part of life (pupils)
50%
40%
30%
19% 22% 21% 19%
20% 11%
8%
10%
0%
Always
Sempre Often
Spesso
Sometimes
Qualche volta Rarely
Raramente
Mai
Never Other
Other
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
23. Outcomes
Our inquiry confirms the fragmented condition of
inclusive processes in both countries.
The measures adopted to promote inclusion
produce only partially positive results.
Nevertheless, results are worse than it could be
expected, especially because the projects address to
integrate specific groups of pupils (immigrants,
students with disability), rather than adopting
inclusion as a global view about school.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
24. Critical points
1
Focus on SEN
The view contrasting normal with special needs
students is still commonly accepted.
As a result, inclusion is not fully understood as
involving all students and the overall school
organization, rather than addressing some special
groups.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
25. Critical points
2
Connection between inclusive projects and
school organization
The tie between inclusive efforts and school
organization is weak.
Inclusion is developed through single projects,
which sometimes work quite well, but rarely
affect the school organization as a whole in a
permanent way. Schools prove to be quite
impermeable to inclusive change.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
26. Critical points
3
Teachers’ training
Inclusion is not seen as a core part of
teachers’ education and continuous training
yet, but rather as an optional skill.
Therefore, the qualification levels of school
personnel managing inclusive projects are
not standardized, and efficacy can widely vary
according to the teachers’ turn over.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
27. Suggestions
1
Focus on SNE
Could we change the focus from special needs to
exclusion, removing the obstacles to the full
participation and learning of all students?
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
28. Suggestions
2
Connection between inclusive projects and
school organization
Is it possible to “make a pact” between schools
inclusion-oriented and the administration (local
or central)?
The pact would be: let the schools free to
achieve low cost (or no cost) changes which can
leave a permanent mark on the whole
organization.
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
29. Suggestions
3 Teachers’ training
- Continuous training should be made
compulsory for teachers.
- Inclusion should be introduced as a core
subject in education and refreshing courses.
- Teachers’ traineeships could be hosted by
schools which developed inclusive best
practices.
Is that enough to leave a mark?
Fabio Dovigo - Anna Pietrocarlo Cadiz, Sep/18/2012
30. dovigo@unibg.it
anna.pietrocarlo@unibg.it
University of Bergamo, Italy