Integrated teacher training tools for the promotion of embodied inclusive skills

The complexity of the current scenario in the field of inclusion poses continuous challenges that require teachers a capacity to choose inclusive strategies embodied, constitutive of the teaching action of the teacher (Rivoltella & Rossi, 2017). The processes of university education are changing in consideration of the growing need of the teacher called to face the complexity (Sibilio, 2020) of inclusion also in the light of the dialogue with neuroscience (Kandel, 2008). The contribution presents the preliminary results of an exploratory study, with the aim of investigating the potential of the constituent elements of the Integrated Teacher Training Embodied based on learners' perceptions (n 111) enrolled in workshops for the support of kindergarten, in which the model was implemented. This recognizes equal dignity to the constructs of cognition, perception/action and emotion and enhances the interaction within cognitive processes. The model promotes an experiential recursive theoretical practical approach, in order to mark somatically (Damasio, 1995) the experience and thus determine «a kind of wisdom derived from the body» (Caruana & Borghi, 2016, p.73).