Pedagogika

This review study focuses on the analysis of inclusive education in Italy with the aim of assessing its current state, identifying the main challenges that hinder its effective implementation, and understanding the role of Italian teachers in creating an inclusive school environment. The study draws on Pierre Bourdieu’s theoretical framework, particularly his concepts of cultural capital and symbolic violence, which help explain how cultural norms and social hierarchies influence access to inclusive education. Research indicates that, despite a strong legislative tradition and many years of experience with inclusion, the Italian education system continues to face significant structural, economic, and power-related barriers. In practice, inclusion is often reduced to a compensatory approach that is not sufficiently reflected in everyday teaching practice. The main challenges include persistent stereotypes and prejudices, insufficient coordination among teachers, economic constraints, and inconsistencies in the implementation of inclusive measures/practices. Recommendations for practice include strengthening teachers’ professional development, improving coordination between classroom and support teachers, and placing greater emphasis on recognising the cultural capital of all pupils, including those from culturally and socially diverse backgrounds. The study highlights the need for a comprehensive transformation involving not only changes within the school environment but also a broader cultural shift in educational practice.