Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The paper proposes a
reflection on the role played by social stereotypes, beliefs and convictions on
the mental predisposition of teachers and students towards disabilities. The
subject of the analysis is the teachers’ adoption of attitudes that can favor,
but also hinder, the integration process of students with disabilities in the
school context. The possibility of adopting positive (facilitating) attitudes
represents a valuable opportunity, not only to adapt teaching provision to the
unique characteristics of each student, but also to support him in the delicate
process of social inclusion. To achieve this goal, it is necessary to reflect
on the role that the attitudes adopted by teachers (expectations) can have on
the individual response of these students who, if adequately supported in the
process of social inclusion, may be more likely to achieve educational success.
A further element of investigation is represented by the psychological
consequences (personality dynamics) that a stereotyped perception of disability
(relationship with the peer group and integration into the class group) could
have on the propensity of these students to enter into relationships with
others, think for example of the adoption of avoidance attitudes or, in the
most serious cases, of the abandonment of educational paths.
