From 21st to 23rd July, I had the opportunity to deliver a short training course on inclusive education to a very young and motivated teacher from Luxembourg. The course was organised with the aim of clarifying what the term “special needs” means today, discussing the European policies on the topic, sharing the Italian approach to inclusion and supporting the development of more effective inclusive teaching practices.
From the very beginning, the participant showed a strong interest in understanding how inclusion works in Italy, particularly in relation to the organisation of support systems, the use of personalised educational plans, and the role of teachers in creating inclusive learning environments. Her curiosity and openness to new perspectives made the experience particularly engaging and productive.
Throughout the three days, the course was structured around a series of interactive lessons, supported by slides that we explored and discussed together. Rather than simply presenting theoretical content, we focused on dialogue and reflection, encouraging the participant to think about the European policies direction, to compare the Italian system with her own educational context and to understand how to turn the theories we discussed into practical lessons.
One of the most effective aspects of the course was the use of speaking cards, which allowed us to engage in meaningful discussions on key topics such as inclusion, the role of teachers, and the challenges of working with students with Special Educational Needs. These activities created a dynamic learning environment where ideas could be exchanged freely, fostering critical thinking and deeper understanding. The participant took an active role in all activities, contributing her opinions and experiences, asking thoughtful questions, and reflecting on how she could apply what she had learned in her future teaching practice. Her enthusiasm and willingness to engage made the learning process truly collaborative.
A particularly meaningful moment took place on the third day, when we had the opportunity to meet and talk with a young coworker from JUMP. She is a young woman with autism, very communicative and fluent in English, who generously shared her personal experience. Her testimony offered an authentic and powerful perspective on inclusion, highlighting not only the challenges but also the importance of understanding, acceptance, and support. The conversation was both inspiring and enlightening, allowing us to connect theoretical knowledge with real-life experience.
At the end of the course, we put together a practical lesson, devising all the activities for the teacher’s own class, made up of six-year-old, and planning practical, fun activities that would be accessible to all the pupils in the class, both those with and without special educational needs, putting into practice what we had discussed during the course.
Overall, the course was a valuable opportunity for professional and personal growth, both for the participant and for myself as a trainer. It reinforced the idea that inclusion is not only a set of strategies or policies, but a shared commitment to creating educational environments where every student can feel valued and supported. This experience also confirmed the importance of international exchange, as comparing different educational systems can lead to new insights and innovative practices that benefit teachers and students alike.
Author: Vania Mazzei, JUMP Trainer
