INCLUSION AND DIVERSITY: THEORIES, METHODS AND PRACTICES TO PREVENT EARLY SCHOOL LEAVING

Abstract

 A positive relational climate in the group-class is a prerequisite and an indispensable condition for effective learning. Diversity is a general category that commits the whole school to respecting personal biographies, enhancing talents, and taking into account students' wealth of experience and knowledge. The school is forced to deal with different cultures, with new attitudes, with interactions not experienced before, with different systems of values. Each school is, therefore, called upon to promote the "well-being" of pupils at school, carrying out projects, paths, methodologies aimed at improving the mutual knowledge of children and young people, self-esteem, the quality of relationships, respect for differences, responding to the needs of all children and, in particular, of children with special needs. The main objective is to ensure serenity, precise points of reference, respect and awareness of one's potential. In this context, this paper aims to highlight how differences can become the founding element of relationships, representing a challenge that involves all the main agents of change: school principal, teachers, school community, families and territory, each with specific functions.