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By investigating the different legislative measures that led to the policy enactment and its further development, this book shows how the policy of integrazione scolastica has been transformed into a shared philosophy which made education for all disabled pupils in regular settings a reality. However, when exploring the policy in greater depth, it emerges that integrazione scolastica still encompasses a series of limitations embedded in the way it is formulated, the language it utilises, the ideological framework to which it refers and the social context in which it is rooted.
KeywordsPolicy Analysis Disable People Support Teacher Special School Regular School
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