The aim of this research project is to investigate inclusive classroom practices. In the international discourse in the field of inclusive education this is an important issue at least for two reasons: both in order to identify new variables that can be tested in their connection with pupils' outcomes and in order to contribute to a deeper understanding of the reasons for micro-exclusion phenomena.

Firstly, even if an inclusive trend characterizes the development of most of the European Countries nowadays, the traditional discussion that opposes special education to inclusive education is still alive and is well conceptualized with the Dilemma of Difference (Norwich 2008). In educational research inclusive and special education settings have been experimentally investigated with the aim to find out which of the two settings is the most effective one in terms of learning and social outcomes for all pupils. Some meta-analysis of the results of these research projects show that a univocal and reliable interpretation of the data is not possible and so the greater effectiveness of one setting compared to the other can’t be demonstrated (Elbaum, 2002; Freeman e Alkin, 2000; Lindsey, 2007). These results show the need of a critical review of inclusive and special educations settings as variables that effect  learning and social outcomes. Hypothesis about a significant role of classroom practices and micro-teaching aspects have been developed (INCLUD-ED 2012; Lindsey, 2007; Norwich e Kelly 2004).

Secondly, investigation of classroom practices has a relevant meaning in an inclusive oriented school system like the Italian one. In this context the Dilemma of Difference can’t take form as the opposition of inclusive and special education settings due to the fact that special schools and special classes officially almost do not exist. Nevertheless, the opposition between practices that lead to full inclusion and others that lead to separate or at least partly separate every day school life for some groups of children exist and have been investigated (D’Alessio, 2011; Ianes, Demo & Zambotti 2013). In other European Countries with inclusive oriented school systems similar trends have been identified. For example, in Norway the number of pupils referred to special education has increased in the last 10 years from 6% to 8.6%. Most of these pupils spend most of their school hours in ordinary classes, but how much they are actually out of class, is not known. In the same ten year period the number of pupils attending special classes in ordinary schools has increased notably too (Nordahl & Hausstätter 2009; Nes 2013). Reasons for these micro-exclusion phenomena are still not clearly described by research, but hypothesis about a connection between classroom practices and  micro exclusion have been developed (Ianes, Demo & Zambotti 2013).

The main aim of this research project is to find out elements that characterize good inclusive classroom practices in 14 primary schools in Italy. It is a research project with a bottom-up approach: qualitative data collected through observation of everyday school practice and through interviews with teachers, pupils and parents will be analysed and categories of significant elements will be identified. The ambiguous term element was consciously chosen  in order to comprehend the large range of aspects that may emerge. The term inclusive classroom practices describes the focus on processes that take place on the level of the classrooms and on the fact that we look for practices that support learning and socialization for all. The term good refers to teachers’ perception about the practice: a part from two quality criteria indicated by the research group the sample selection was based on teachers’ quality perception (see the sample selection in the part about methods).

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