Tools to monitor and to evaluate inclusion: an historical review

Abstract

The management of complexity in the social and educational field recalls the need for the entire teaching staff to make a constant critical reflection to interpret the changing changes that exist within micro and macro socio-cultural contexts, in order to grasp the positivity of creative and innovative stresses, but also the dangerous phenomenon of the expansion of new forms of discomfort and social disintegration, cultural and relational. Inclusive education is a complex activity to be carried out, monitored and promoted because it is characterized by exegetical multidimensionality, plurality of interpretation and difficulties of evaluation. At national and international level, various exploratory and survey models have been promoted aimed at analyzing the implementation of the concept of inclusion and its application in school contexts. In this contribution we will present the main tools used in Italy to evaluate the quality of school inclusion in order to underline the importance they assume for the realization of the inclusive school. It will be highlighted how in order to detect and certify the actual development, within an educational community, of an inclusive process it is necessary to identify common and shared tools that allow the detection, monitoring and therefore also the production, cooperation and reworking. The analysis carried out compares the different tools, tracing a historical examination and an application analysis, in order to provide indications that could be useful to teachers for didactic design and evaluation.