DISABILITY AND INCLUSION IN THE IMAGINARY OF A GROUP OF TRAINING TEACHERS. A RESEARCH ON REPRESENTATIONS

Abstract

Attitudes towards disability and inclusion are the result of the representations that people create and share during social interaction: they are an individual interpretation of a collective belief (Ramel, 2014; Salès-Wuillemin, 2006).

Starting from this perspective, the paper show the results of a study conducted between 2017 and 2018 on representations of disability and inclusion of a group of pre-service teachers. From the aspects highlighted by the study, the need to continue to insist on the study of representations and attitudes of teachers emerges, also in view of the complexification of social scenarios and the cultural approach to differences at school