Special educational needs: the state of the art in Spain and Italy

The notion of inclusion recognizes that there is a risk of exclusion that must be actively prevented, and at the same time affirms the importance of involving all pupils in the creation of a truly welcoming school, also through the transformation of the curriculum and the organizational strategies of schools, which must become sensitive to the entire gradation of the differences present among the pupils" (Dovigo, 2007). The issuance of the Ministerial Directive of 27 December 2012 "Intervention tools for pupils with Special Educational Needs and territorial organization for school inclusion", is part of a peculiar path, which has seen the Italian school at the forefront, in Europe, in proposing the integrationist model. This model, courageous and revolutionary in the times and ways in which it was proposed, today shows some limits both operational and conceptual.