The theoretical and epistemological framework of inclusion in education

Although often used as synonyms, the terms integration and inclusion have substantial differences.In Italy, although using both terms to describe the experience in our country, we are closer to the perspective of inclusion than to the "simple" experience of integration. The term inclusion was officially used for the first time in the educational field and recognised socially and culturally in 1994, in the Salamanca Declaration. It marks the start of change and renewal in pedagogical and cultural terms. The different interpretations of the concept of inclusive education determine the choice and implementation of very different political decisions and educational practices from country to country. In Italy, integration and inclusion processes have represented the most important factor for preventing obstacles to learning and participation and a huge factor of scholastic and social change and innovation, also through substantial legislation.Indeed, inclusion is only partially to do with persons with disabilities in mainstream schools.The inclusive perspective underlines the choice of an anthropological model which protects men, women and children, which concerns all indistinctly. Governments and communities have the duty to remove the barriers and obstacles that hinder social inclusion, providing appropriate resources and support to allow children with disabilitiesto grow in inclusive environments. In the pursuit of the inclusive perspective, we - scholars of Special Education - continue to consider our fundamental task to be to ensure that the achievements of a person in problematic situations become qualities for all.