Facilitating school inclusion

Inclusion implies the overcoming of sociocultural prejudices and marginalizing social barriers and the solution of technical, organizational, educational, and rehabilitation problems. For inclusion to happen, it is necessary to realize efficacious programs capable of significantly improving the situations of individuals that need help, but also for changing the attitudes stirred up by their presence within the social context. Research studies showed that when parents of disabled children start to experience the advantages of school inclusion, they also start to have consistently more positive attitudes to this condition than parents of children in special education schools. Also significant is the role of parents of non-disabled children, their attitudes seem able to characterize their children's attitudes, mediating, and facilitating the inclusion. As to teachers, although they do show agreement on the value of inclusion, they also tend to lament a number of difficulties does not by itself produce satisfactory interactions with peers. The efforts of researchers and professionals aiming at decreasing perplexities and increasing competencies should be channelled the task of implementing inclusion. Their action should also focus on guaranteeing the collaboration of the school children without disability and their parents, that is to say those individuals that can have a role of mediation and facilitation tlo inclusion.