Abstract
The article investigates the meaning of pull and push out phenomena within the Italian inclusive
school system. Some results of multiple case studies are described and discussed. The sample is
built of 13 primary school classes with an inclusive classroom practice that teachers recognize as
“good”. Data about each case were collected through 2 days semi-structured observation by a researcher,
a focus group with teachers, a focus group with some pupils and a focus group with some
parents. The collected data were transcribed and analyzed by means of Qualitative Content Analysis.
Results suggest that several forms of push and pull out coexist and that some of them can
contribute positively to inclusion.
The article investigates the meaning of pull and push out phenomena within the Italian inclusive school system. Some results of multiple case studies are described and discussed. The sample is built of 13 primary school classes with an inclusive classroom practice that teachers recognize as “good”. Data about each case were collected through 2 days semi-structured observation by a researcher, a focus group with teachers, a focus group with some pupils and a focus group with some parents. The collected data were transcribed and analyzed by means of Qualitative Content Analysis. Results suggest that several forms of push and pull out coexist and that some of them can contribute positively to inclusion.