A possible value in terms of education with action inclusive

Today in the Italian school there is an increasingly widespread presence of pupils with special educational needs (BES). According to the OECD pupils with Special Educational Needs are: students DISABLED (ex L.104/92), pupils with DIFFICULTY (emotional, behavioral, learning, DSA, etc.), pupils with DISADVANTAGE (cultural, socio-economic, socio-linguistic, etc.). The special educational needs may arise from poor physical condition (chronic diseases, allergies, etc.) in the structures and bodily functions (sensory impairment, motor, cognitive, etc.)., From personal activities (deficits in learning, communication, language, autonomy, interaction, etc.), social participation (difficulty playing the role of student and follow the curriculum and class activities, difficulty of tracking the opportunities for social participation of the classroom, such as field trips or other informal occasions), by contextual factors and environmental factors (barriers, prejudices, overprotective family, deviant social contexts, etc.).; personal contextual factors (low self-esteem, poor motivation, behavior problems, etc.). We speak not only then deficits or pathologies, but situations of need which, if neglected, can cause school failure and exclusion from the educational process. The tendency of the current guidelines in the field of European integration will propose the aims to welcome in the school environment for pupils with difficulties. However, integration between the system and that there are considerable differences inclusive, whose depth can be useful in order to better understand the phenomenon. © JPES.