Migrant Children with disabilities in primary school. Research perspectives

Abstract

The article reports the outcomes of an empirical research involving different professionals working in a network to support migrant children with disabilities attending primary school in the municipalities of Unione Terre D’Argine, Emilia Romagna Region, Italy. Although research in the last 10 years has turned the scientific spotlight on disability and migration, the way to analyse and understand the interconnection of these two dimensions is still to be done. In fact, from data analysis it seams clear that, even if reflection and awareness processes have been activated about the need and urgency to consider the double condition of diversity, it is still necessary to outline new guidelines and paradigms that, by intertwining disability and migration, can effectively guide teachers and working groups in the delicate and complex path of inclusion and integration of children and their families.