This contribution intends to offer the results of a study conducted on a sample of 60 operators in the world of education, with the aim of understanding the level of inclusion of students with Special Needs Education in the post-pandemic period. In particular, the aim was to understand the extent to which the institutions responsible for supporting students with Special Needs Education have intervened in the learners’ educational process and what, instead, still needs to be improved. Specifically, by means of the data collected, the aim was to understand what proposals could be provided by the participants to implement the inclusive process in the perspective of collaboration between State, University and Schools. The data was collected through the structuring of a form created with Google Forms. A quantitative section of the answers was devoted to collecting data about the participants. A second qualitative section was aimed at investigating the proposals made by the participants. From the analysis of the data, several proposals emerged, which will be presented within this contribution and which outline the need for intervention on the part of the institutions to follow non-linear trajectories with respect to those currently used, just as proposed by Berthoz (2009) with the principle of simplified deviation, which envisages the choice of vicarious and alternative operative modes in order to achieve one’s objectives, which in the case of teaching are given by the student’s well-being and his full inclusion in all contexts, from the school to the social one.

Speaker: Alessio Di Paolo

Published in: World Congress on Special Needs Education (WCE-2022)

• Date of Conference: 14-16 November 2022
• DOI: 10.20533/WCSNE.2022.0001
• ISBN: 978-1-913572-53-2
• Conference Location: Virtual (London, UK)