Implicit early school leaving and inclusive curriculum: towards an exploratory survey


The contribution aims to reflect on the recent and complex phenomenon of the implicit early school leaving in the Italian school context. This problem represents an indicator of educational inequality and lack of fairness (Benvenuto, 2016) which is rooted in the poor quality of the school system in terms of inclusion and educational success (Pandolfi, 2017). Preventing and combating it has become a necessary priority and an effective way to do so is based on the configuration of inclusive tools, able to welcome, support and guide the learning process of a plurality of students. In this regard, the potential of one of these tools, the Inclusive Curriculum (MIUR, 2018a), is illustrated, whose collegial design, anchored to the principles of the Universal Design of Learning (CAST, 2011), is a guarantee of fair and inclusive learning opportunities.