Wellbeing and Inclusion : Closeness in the Distance = Benessere e inlcusione: presenza nella distanza

Antonello Mura

Co-prime

;Antioco Luigi Zurru

Co-prime

;Ilaria Tatulli

Co-prime

;Daniele Bullegas

Co-prime

2020-01-01

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Abstract

As a process aimed to enhance dialogical and participative dynamics for all, school inclusion cannot be reduced to a mere provision of learning compensatory measures for pupils with special educational needs. In this sense, teachers’ professionalism takes a critical role as an aware and careful support towards the many dimensions of wellbeing. The analysis of the interviews, carried out with a primary school team of teachers involved in a research-training project, highlights the didactics attentions and the professional awareness that, during remote schooling, has allowed teachers to accomplish a concrete process of inclusion, and a wellbeing environment for pupils and families.