La formazione inclusiva dei docenti a trent’anni dalla Legge n. 104/1992. Studio esplorativo di un percorso formativo per la scuola secondaria di II grado

The instance of updating the teachers' profile (disciplinary and support teachers) is the object of a cultural, scientific, and experiential ferment embodied in regulatory measures aimed at supporting the initial and continuous teacher training on disability and inclusion. After a brief historical digression on the main steps that, starting from Law no. 104/92, have marked the teacher training, this contribution presents the results of an exploratory study aimed at investigating the effectiveness of the "25-hour" training course (Law no. 178/2020; Ministerial Decree no. 188/2021) conducted by the University of Bergamo in secondary schools, concerning the modification and promotion of the participants' perceived knowledge on issues related to disability and school inclusion