Abstract
Over the past two decades, the school employee has been strongly reviewed. In fact it has received, as stressed by the overcoming of the term "janitor", used until the 1990s, a wider range of functions and responsibilities. However, this change did not give life to new practices, as results from the weakness of the training courses involved in favor of collaborators. They scarsely participate in their school life, too. These critical issues highlight that inclusion is a so complex challenge that requires the synergistic partecipation of each school worker. The aim of the following paper is to detect how collaborators perceive their role within the school, focusing in particular on collaborative relationships with other professional and non-professional roles (managers, teachers, families, students, assistants autonomy, etc.). Specifically, researchers submitted an exploratory qualitative-quantitative questionnaire to a group of 41 schools assistants, chosen through different methods. The results highlight the existence of some critical aspects, such as a poor appreciation of the role of the school employee, that stress the importance of structural
training courses.