Davide Di Palma


Among the main factors that can affect the success or failure of processes aimed at school inclusion, scientific literature identifies also those inherent in teachers' attitudes and fears regarding disability, and the tasks peculiar to their figure as educators. Starting from this perspective, this research paper reports the results of an experimental study on the attitudes and fears of a group of teachers undergoing training for specialization in educational support activities for disabled students. The results of the survey carried out reveal the importance of this issue and the need to stimulate new studies in this area. In fact, indications have emerged about the critical issues and the main dynamics peculiar to such a difficult role as that of supporting a person with disabilities, bringing to light the emotional-relational and experiential aspects on which to focus more in order to perform the training processes for future educators in the field of special pedagogy.


Disability, Support Teacher, Education, Special Pedagogy, School

Full Text:

PDF (Italiano)


Doise, W. (1989). Constructivism in social psychology. European Journal of Social Psychology, 19(5), 389-400.

Eagly, A., & Chaiken, S. (1998). Attitude structure. Handbook of social psychology, 1, 269-322.

Fiorucci, A. (2016). L'inclusione a scuola. Una ricerca sulle percezioni di un gruppo di insegnanti in formazione e in servizio. Form@ re, 16(3).

Fiorucci, A. (2018). Le rappresentazioni della disabilità visiva di un gruppo di futuri insegnanti: una ricerca sul contributo della formazione iniziale e dell’esperienza del contatto. Italian Journal of Special Education for Inclusion, 6(2), 165-182.

Fiorucci, A., & Pinnelli, S. (2020). Supporto alla disabilità e promozione dell’inclusione: una ricerca sugli atteggiamenti e sulle preoccupazioni di un gruppo di futuri docenti. L’integrazione scolastica e sociale, 19(1), 68-80.

Goussot, A. (2015). I rischi di medicalizzazione nella scuola. Paradigma clinico-terapeutico o pedagogico. Educazione democratica, 9, 15-48.

Ianes, D., & Canevaro, A. (2016). Orizzonte inclusione: Idee e temi da vent'anni di scuola inclusiva. Centro Studi Erickson Editions.

Jones, E. E., Wood, G. C., & Quattrone, G. A. (1981). Perceived variability of personal characteristics in in-groups and out-groups: The role of knowledge and evaluation. Personality and Social Psychology Bulletin, 7(3), 523-528.

Mercier, M. (1999). Représentations sociales du handicap mental. Dans Approches interculturelles en déficience mentale–l’Afrique–l’Europe-le Québec, (1), 49-62.

Morvan, J. S. (1987). Représentations des situations de handicaps et d'inadaptations chez les éducateurs spécialisés, les assistants de service social, les instituteurs spécialisés en formation (Doctoral dissertation, Caen).

Odongo, G., & Davidson, R. (2016). Examining the Attitudes and Concerns of the Kenyan Teachers toward the Inclusion of Children with Disabilities in the General Education Classroom: A Mixed Methods Study. International journal of Special education, 31(2), n2.

Oskamp, S. (1977). Methods of studying social behavior. Social Psychology. Monterey, California: Brooks and Cole.

Ramel S. (2014). Elèves en situation de handicap ou ayant des besoins éducatifs particuliers: quelles représentations chez de futurs enseignants? Revue suisse de pédagogie spécialisée, 3, 20-26.

Rateau, P. (2000). Idéologie, représentation sociale et attitude: étude expérimentale de leur hiérarchie. Revue internationale de psychologie sociale, 13(1), 29-57.

Rosenberg, M. J., Hovland, C. I., McGuire, W. J., Abelson, R. P., & Brehm, J. W. (1960). Attitude organization and change: An analysis of consistency among attitude components. (Yales studies in attitude and communication.), Vol. III.

Vianello, R., & Di Nuovo, S. (2015). Quale scuola inclusiva in Italia?: Oltre le posizioni ideologiche: risultati della ricerca. Centro Studi Erickson Editions.

DOI: https://doi.org/10.32043/gsd.v6i2.622


  • There are currently no refbacks.

Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296