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A critical analysis of the policy of integrazione scolastica from an inclusive education perspective: an ethnographic study of disability, discourse and policy making in two lower secondary schools in italy
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A critical analysis of the policy of integrazione scolastica from an inclusive education perspective: an ethnographic study of disability, discourse and policy making in two lower secondary schools in italy
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Dissertation
A critical analysis of the policy of integrazione scolastica from an inclusive education perspective: an ethnographic study of disability, discourse and policy making in two lower secondary schools in italy
2008
Overview
This thesis provides a critical analysis of the policy of integrazione scolastica in Italy. This educational policy, implemented since 1977, triggered the process of ‘mainstreaming’ disabled students into regular schools. Although the integrazione scolastica is widely considered as being an ideal policy context for the development of inclusive education, my analysis unpacks the tensions and contradictions that emerge from the formulation and implementation of this policy, and particularly, of the ways the policy is materialised through discourses and practices in schools. Through a discussion and application of the social model of disability, and drawing, amongst others, on the works of Foucault, Gramsci, and of inclusive education theorists, this study investigates the extent to which the policy of integrazione scolastica is an inclusive policy. The ethnographic aspects of my research provide a detailed description of case studies of two lower secondary schools in a small city in the north east of Italy. Interviews, observations and documentary analysis provide vivid accounts of the discourses articulated and the ideological framework around which the notion of disability is constructed. I argue that what was once a progressive policy has been transformed into a powerful discourse of normalisation of disability. The cultural practices which arise from this discourse identify problems, determine explanations and look for solutions which limit the possibilities of pursuing potential actions which would be conducive to inclusion. Although the schools investigated proved to be effective exemplars of integrative schools, yet they could not be identified as inclusive schools. This argument is substantiated through the analysis of systemic barriers and institutionalised assumptions which share continuity with those found in special needs education. The thesis makes a case in support of the need to work according to human rights principles rather than through procedures of categorisation which involve the labelling of some students as ‘special’ in order to ‘include’ them.
Publisher
ProQuest Dissertations & Theses
Subject
