Including the Child with Special Needs: Learning from Reggio Emilia
Référence bibliographique 
Gilman, Sheryl. 2007. «Including the Child with Special Needs: Learning from Reggio Emilia ». Theory into Practice, vol. 46, no 1, p. 23-31.
Intentions : « The purpose of this article is to identify and illustrate key principles within the Reggio ideals that can foster new beliefs and attitudes regarding inclusion. The goal is for teachers to consider alterations in their philosophies and practices concerning inclusion, and work toward adopting the research and making it into one of practice. » (p. 23) « Through this article I hope to expose the essential components that support different thinking about inclusion. With his objective in mind, this article will emphasize the contributions of the following: 1. The Reggio Emilia image of the child and role of the teacher. 2. The commitment to communication and collaboration with parents. 3. The power of projects. » (p. 24)
Type de traitement des données : Réflexion critique
« Inclusive education aims toward integrating special needs students into all events of the typical classroom. For North American educators, the process of inclusion does not unfold naturally as in the routines of the Reggio Emilia approach. Reggio’s powerful image of the child nourishes the authentic practice of maximizing each child’s capabilities. With that, inclusion has the potential to reduce fear, to build respect and understanding not only in school life, but for the future as well. » (p. 23) « Although today’s diverse classrooms present teachers with many challenges, it also provides great opportunities. The Reggio Emilia approach sheds light on what is meant by inclusion. The vision embraces children with special needs whereas teachers and parents share the child’s achievements. Because teachers can feel anxious, guiding children with special needs requires schools and parents to consider education as a collaborative effort. The teacher’s role must encompass creating a welcoming environment where participation and communication are encouraged. As a result, school life and home life become extensions of each other where each is complemented. » (pp. 28-29)