Teaching Strategies for High Quality Inclusion: a Field Experience

Preface The choice to improve my educational curriculum in the field of teaching and of psychopedagogy for students with autistic disorder represented an opportunity for personal and professional enrichment that has extended my tools box, to which I draw daily to purposely and consciously carry out my professional activity. This work aims to analyze the educational choices made in relation to the school context and to evaluate their effectiveness starting from the previous school year in connection with the ministerial guidelines on autism and the considerations resulting from the in-depth analysis of the experts who intervened in the course of the Master. Being aware of the close relationship between theory and practice that takes effect in the design, in the didactic action and in its evaluation, I addressed the topic both through the deepening of legislative documents and scientific texts, especially in the psychological and didactic field, both experimenting directly, in the first person, by carrying out the training in class III of the Primary School of the State Comprehensive School Burlando in Genoa, in which I'm carrying out my annual assignment for the second consecutive year as support teacher. In it there is an 8 year old child, to whom a disorder of behavior, attention and emotional sphere has been noticed at the beginning of class II and reviewed at the end of the same school year in terms of severity. This work afforded me to be able to combine theoretical learning, by deepening productive disciplinary contribution, to the practical learning, thanks to the experience of direct training, which in turn provided moments of discussion with colleagues and reflection with supervisors through meetings and indirect training projects. It also helped training me in the practice of observation and self-reflection: within the didactic setting I moved both as teacher facilitator of the activity and as an external observer. Moreover, the possibility to compare myself with the Socio-Educational Operator who is in charge of the same pupil, who shares this path of specialization with me, has enriched my first experience with students with this disturbance of new questions and thrusts for the organization, support and, finally, the evaluation of appropriate teaching activities aimed at an effective inclusion. In such a way that each student, respecting his personality, values and diversity that distinguish him, can express his potential and achieve training success. 3