The proposal of my participation regards research carried out by SSIS (Scuola di specializzazione all'insegnamento secondario) of Rovereto (Trento University) as part of a course on "Interculturality".The research was carried out by 26 trainee teachers at the School of Specialization, after having obtained access to schools and having undertaken interviews and observations in the classroom in 5 comprehensive Institutes and 3 secondary schools, completed Trentino (norther Italy).After the gathering of data on the part of a small group of teachers researchers, the job of elaboration and analysis was carried out under the supervison of Prof. Tarozzi according to the Grounded theory.The problem since the first meetings has been that of elaboraling a interpretative theory that emerged from the same data, to suspend judgment (epochè) in order to proceed to a open coding that explored the micro dimension and only then grouped the first labels assigned to the phenomena in macrocategories.Later on, an initial screening of the nodes successive data elaboration further definitions and specifications two macroareas emerged, one concerning the topic "inclusion strategies", the other "shapes of speech", aimed at finding the elements narrated of didactic communication.My partecipaton would be as follows, after a short presentation of the research and its system, intended spealing abut the "strategies of incluson" that were discovered from the hours of observation in the classroom.From this data it was revealed the techniques of teachers in particular the use of some strategies in order to include the students: several uses of implements and subsiidies, reformulations, repetitions and summaries, correction of errors, words of praise, reinforcers are the ways mainly adopted by the teacher.Particular interest has been placed on the analysis of the intercultural attentions of the teacher in considering the culture of immigrant children in class and also the intercultural aspects in general sense.Only by sharing and discussing these things can we understand the "state of things" in relation to the practice of intercultural and multicultural education in middle and secondary schools, starting from the Trentno case, then widening the debate to a wider discussion.The ways in which teachers organize their own idea of interculturality (and the practices associated to it) determines the practices of inclusion they adopt. Finally, the main teacher's styles and attitude toward inclusion are modelized. In this sense the research findings reveal immediately a relevant implications for practitioners in order to re-shape implicit processes of education.