Facilitators and barriers in inclusive teaching for Special Educational Needs: testing an ecosystem approach


Barriers and facilitators represent two substantial constructs for the design of an inclusive teaching aimed at students with Special Educational Needs, but they must be analyzed within an epistemo-logical framework that avoids a simple list of elements. This contribution illustrates the research framework adopted for a study aimed at teachers of the Comprehensive Institutes of the Friuli Ve-nezia Giulia Region: the objective consists in experimenting with an ecosystem model, which in-tegrates the bio-psycho-social perspective of ICF with the Bronfenbrenner’s pedagogical one. This approach allows a holistic view of the student with SEN, within the physical, organizational and relational context of the classroom and school attended; moreover, it allows a dynamic analy-sis of facilitators and barriers based on two dimensions: presence-absence and functionality-dysfunctionality with respect to the individual functioning profile.