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The Dimension of the Physical Education Teacher’s Role as Support for the Inclusive Perspective 



Author(s)

Gaetano Raiola, Tiziana D’Isanto, Antonetta Manna and Gaetano Altavilla

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DOI:10.17265/2332-7839/2017.03.004

The article investigates on the educational value and upon the teacher of support, trying to clarify some aspects of inclusive education and school integration. Starting from the central role of the teacher of support is analysed by the task of its educational dimension, the different competences that are required to him, the aspects linked to the action of didactic that teachers can intervene to increase the level of integration and inclusion in the classroom, the best possible practices to be used in the classroom in order to better value the individual differences and to increase the highest possible educational success for students with special educational needs. Finally, it is hoped the use of cooperative learning, rather than learn by competitiveness and individualistic, since encourage more interaction between disabled and non-disabled students, a greater empathy between them, without forgetting that inclusive education is facilitated in school environments in which the teaching is active and where difficulties and problems that arise are analyzed to produce improvements.

Integration and inclusion, educational relationship, inclusive didactic, class group.