Crisi e transizioni: l’approccio della Didattica Speciale e percorsi per l’innovazione a scuola

Abstract

The school, as a mediator of cultural and social influences, is called upon to face recurring crises that, in view of constant innovation, require a review of teachers’ identity and methodologies, as well as the restructuring of curricula and learning environments. In this sense, some questions gain a critical significance. What does innovation in education truly mean? How can innovative processes be implemented in schools? This contribution explores these issues from the perspective of Special Didactics, highlighting the links between the essential elements of the concept of innovation and the methodological-didactical challenges in the ethical-pedagogical frame of inclusion, in order to propose a teacher education model, able to render teachers aware about the role of their subjectivity and design competencies in education processes.