As an educational and transformative context, the
school has the responsibility to prepare each student for adult social life. This
requires action on teacher training to develop an inclusive culture together
with effective school policies and practices, promoting a school culture that
values diversity by providing appropriate training programmes. This paper
reports the qualitative-quantitative analysis of the products realised within the
"Orientation, Life Project and School-Work Alternation" workshop in
the Specialisation Course for upper secondary school teachers organised by the
University of Florence. The teachers
identified some specific training objectives in the short, medium, and long
term in relation to the four dimensions of the IEP, thus experimenting with processes
and practices of personalisation and differentiation of teaching.