Nella società e nella scuola di oggi, multietniche ed in evoluzione, si trovano frequentemente alunni con disabilità provenienti da contesti migratori: l’attenzione scientifica a questo fenomeno in Italia è ancora ridotta. Il lavoro analizza gli aspetti educativi e didattici che coinvolgono questi bambini, caratterizzati da una doppia difficoltà di inclusione, attraverso la comprensione delle dinamiche migratorie e delle rappresentazioni e concezioni culturali di salute/malattia e disabilità. Partendo dallo studio delle questioni transculturali del trauma migratorio e della concezione di salute/malattia e disabilità nel mondo e in terra straniera, si è posta l’attenzione sulla questione dell’integrazione in Italia di alunni con disabilità e di alunni migranti, per affrontare il punto focale: lo status di bambino con disabilità proveniente da contesti migratori. Un’indagine esplorativa nelle scuole della provincia di Piacenza, con interviste agli insegnanti e analisi della documentazione scolastica, ha consentito la comprensione del fenomeno sul piano operativo. Dalla ricerca teorica e dai risultati dell’indagine, è emersa la necessità di una pedagogia e didattica speciale transculturale, che attui una lettura multidimensionale dei bisogni degli alunni con disabilità provenienti da contesti migratori: appare necessario considerare gli aspetti legati sia alla disabilità, sia alla diversa appartenenza culturale, attraverso un intervento globale ed integrato. / Pupils with disability coming from migratory backgrounds are frequently present in current, multi-ethnic and in constant changing society and school. Scientific attention to the phenomenon in Italy is still limited. The purpose of the work is to analyse educational and didactic aspects of this category of children, which are characterized by a double inclusion difficulty, through the understanding of migratory dynamics and cultural representations of health, illness and disability. Transcultural questions of migratory shock and different conceptions of health, illness and disability in the world and in foreign countries are addressed in this study with respect to the inclusion of pupils with disability and pupils coming from migratory backgrounds in Italy, for the purpose of focusing on “children with disability coming from migratory backgrounds”. An exploratory field research at schools in the province of Piacenza, with interviews to teachers and analysis of scholar documents, has allowed a practical understanding of the phenomenon. Theoretical and experimental research conducted support a trans-cultural special Education and Didactics approach, which considers children with disability coming from migratory background and their needs through a multidimensional view: both disability and different cultural belonging need to be addressed through a global and integrated action and method.

This work by Hafiz, A. A & Lagerstedt, J. (2023). Specialdidactic instruments and strategies for inclusive religious education - High school teachers' and upper secondary school teachers' way of working with all students as well as students with extra support and special needs. Instutionen för Samhälle, kultur och identitet, Fakulteten för Lärande och samhälle, Malmö universitet, is part of a master's degree in subject didactics. The concept of special didactics used here in this essay has its background in the continental German tradition. The purpose of this master's thesis is to investigate the special didactic instruments and strategies that teachers of religious studies use in their work for increased inclusion. The aim is to gather valuable knowledge about how experienced teachers of religious education work when they plan their materials and teach in matters relating to students' life issues and identity, as well as how they work with extra adaptations and special support.  The research questions are as follows: What special didactic instruments and strategies do teachers in primary and secondary schools, teaching religious education, use in their subject planning for increased inclusion? What problems and opportunities do teachers experience when planning and working towards increased inclusion?  The theoretical perspective of this thesis is based on a phenomenological theory of knowledge. There are four special education perspectives, all of which were used in the analysis to highlight different definitions of inclusion. Students' identities are explained and theorized as the foundation for inclusion. A religious didactic model is exemplified to illustrate where in the planning process students can be included. Since there is not enough research on special didactics, the various theoretical special education perspectives were used together with subject didactic perspectives to create special didactic analysis methods.  The study's methodology is based on both exploratory researches to gather extensive knowledge and a case study approach to investigate more detailed information on how teachers work with inclusion in their planning. To obtain empirical material and collect the right data, five teachers working in different primary and secondary schools in Sweden were interviewed.  The results show that the teachers agree that it is difficult to include students both physically and socially. Teachers have different opinions about the concept of inclusion and work with inclusion in didactic contexts in different ways, adapted to the situation. Instruments and strategies are adapted to students in different ways, with some teachers placing more emphasis on language and others placing more emphasis on questions about the student's identity. Collaboration between teachers, student health services, and school management for the student's best interest occurs, but a quick assessment of the student's situation is always better than a late assessment discovered later. Regarding the subject of religious studies, teachers work to get closer to students' own life questions, worldviews, and identities, adapted to the classroom environment and the students.