Inclusione nella scuola secondaria di II grado: tra principi dichiarati e pratiche effettive = Inclusion in secondary schools: between declared principles and actual practices

The inclusion of students with disabilities is a key indicator of the democratic quality of schools. Italy has a pioneering legal framework, yet in upper secondary education significant ambivalences and challenges remain. This issue of the column «Walking through Inclusion» examines seven decisive dimensions – quality of teaching, educational continuity, learning outcomes, professional resources, accessibility, participation in school and extracurricular life, territorial networks – to assess how inclusion is actually experienced by students and families. Using the most recent data, strengths and shortcomings are highlighted, offering guidance so that inclusion may become an everyday practice rather than a mere declaration of intent.