Professionalità dell’insegnante specializzato e tecnologie dell’inclusione. Indagine esplorativa sulle credenze in un corso di riconversione pugliese

This study describes protocol and results of a research carried out in 2016 with exploratory purpose, involving 214 redundant teachers attending the Qualification course for support educational activity for disabled students at Università degli Studi di Bari (Southern Italy), focused on the beliefs of graduate teachers about the inclusive technologies field. The research provided a questionnaire survey on representation of teachers about inclusive education technological devices. Results show the need of a specific training designed to modify the implicit representations, grounds of a School of integration/assimilation rather than inclusive. It warns in particular the need to enhance, in the University qualification training courses, the use of inclusive technology, as powerful facilitators and inclusive mediators that amplify the accessibility and participation.