Editoriale

Abstract

The debate on inclusive education today lies at the crossroads between ethics, pedagogy, and politics. It does not only concern people with disabilities or special educational needs, but affects the entire way in which schools and educational institutions interpret their public function.
Talking about inclusion means questioning the categories of normality and difference, reformulating the relationship between the individual and the system, between participation and belonging. It is not a simple lexical adjustment with respect to the old concept of integration: it is a paradigm shift that redefines the very meaning of education as a social practice and a project of justice. In the integration model, difference is accepted but within patterns of adaptation: the subject is included in the system, provided that they conform to it or find a compatible place within it. Inclusion reverses this logic. It does not ask the individual to adapt to the environment, but the environment to transform itself to welcome differences as a resource. It recognises that vulnerability is not an exception to be managed, but a constitutive condition of being human.