PUBLIC POLICIES FOR SCHOOL INCLUSION: THE POLICY CYCLE IN THE ITALIAN CONTEXT

Abstract

The global educational scenario is marked by national and international initiatives that aim to ensure, through policies and practices, inclusion processes for people with disabilities, global developmental disorders, and high abilities and giftedness. The fight for the right to education for people with special education worldwide needs to be strengthened. This article aims to understand the movement of the constitution of public policies for school inclusion in Italy based on the analysis of the context of influence of the Ball and Bowe Policy Cycle. This is a bibliographical research that analyzes the main Italian laws in their contexts of influence. It is concluded that Italy participates in and is influenced by the globalization movement in the formulation of its public policies. The perspective and the practical and theoretical principles of the “Italian integrazione”, pioneers in the debates about inclusive Special Education, its approach to the dimension of universal accessibility inspired the inclusive movement in other countries, including Brazil.