Teachers’ Skills in the Inclusive School System

In specialization courses for teachers that relate to special educational needs (SEN), for an authentic inclusive school system students must be the principal point. In fact, in order to achieve real inclusion for children with disabilities, it is fundamental for support teachers to be prepared so that they can respond to students’ needs. Moreover, regular teachers must also have a good knowledge about special education, to support the inclusion of SEN students, as far as possible. They should not only bet a first point of contact, but they should have a significant role in any specialized intervention planned with support teachers. This study focused on what needs to be included in a new scholastic system, that supports the development of an education aimed at responding to children's needs. The example of the school system in England is enlightening: in a 2004 document, published by the Department for Education and Skill, entitled “Removing barriers to achievement. The Government strategy for SEN”, the need for training in special educational at ITT (Initial Teachers Training) level has been made compulsory for every candidate teacher. This requirement has an innovative characteristic, because it removes the absolute separation, still present today in many countries, between ordinary and support teachers. It would be a great innovation if every country could proceed in this way, which is the only possibility to create a new scholastic system, adopting inclusive education. In relation to this what kind of specific skills should the support teachers have in a real inclusive school system?