The inclusion of students with disabilities in upper secondary schools: pedagogical processes and criticalities from the point of view of support teachers

This contribution aims at grasping the efforts of inclusion, which have taken place within educational contexts over time, in order to be able to reconstruct a picture of the evolution of educational practices in support of students with disabilities. Starting from a reconstruction of the evolution of the regulatory and cultural framework, which has led the evolution of transformative processes up to the current configuration of inclusive school contexts, we will analyse the perceptions of support teachers in service since 1992, who give its applica-tion back in the context of the reference regulatory framework. Conclusive reflections open to future research perspectives.