Quality inclusive education according to Embodied Cognitive Science. Multidimensional analysis to creation/integration of indicators for the evaluation of educational system

The quality of inclusive education is rather complex and requires a profound cultural analysis before beingsubjected to evaluation (Booth & Ainscow, 2009). The different aspects are multiple and are suitable to be setaccording to different perspectives; the scientific explanations, on which to reflect in order to study the evaluationcriteria of inclusive processes, do not necessarily appear automatically coherent and oriented towards the samegoals. Are the evaluation outputs really useful for improving inclusive processes? What are priority betweenoutputs and processes? Can the innovation of didactic contents and methodologies really produce a change inteaching-learning processes or do they need to be implemented by a new paradigm that emphasizesrelationship, empathy and sharing? Clearly a different paradigm involves different objectives and teachingstrategies to adopt in the planning and implementation of interventions; consequently to evaluate the inclusivequality of the educational system it is necessary to adopt appropriate indicators according to the chosenapproach. A transmission-based teaching approach is mostly oriented towards achieving a performance, aresult of the teaching-learning process, which can be evaluated mainly by the quantitative point of view. Aninnovative and participatory teaching approach, in addition to the previous orientation, is oriented towards skillsdevelopment and construction and co-construction processes of knowledge and implies a completely differentdocimological perspective.MethodThe paradigm of the Embodied Cognitive Science (ECS) (Gomez Paloma, 2013), whose foundations have beenrecognized for years in many scientific fields, involves a new multi-perspectives vision also in the educationalfield. Regarding the inclusion, the ECS paradigm allows to interpret and understand the complexity of the schoolcontext, enhancing differences and promoting the success of all learners (Gomez Paloma, Damiani, 2015), thatimplicates a re-thinking of some key elements of teaching. It follows that the simple categorization of problematicsituations, according to a reductionist view of needs, hinders the real understanding of the phenomenon and itscorrect qualitative analysis (Giaconi, 2018); therefore, it is necessary the real application of the bio-psychosocial approach (ICF 2001) to face an effective reading of the differences according to a dynamic, holistic andmultidimensional perspective.Outcomes (expected)The integrated and inclusive curriculum, according to the ECS paradigm, identifies the ethical dimension as the"core", the value-based nucleus that promotes inclusive educational action. It is a very different perspectivecompared to the search for performance improvement in quantitative terms. It is an approach that studies thesubject according to the perspective of the Embodiment, focusing more attention on the processes ofcompetences development that completely involve the individual, the environment that surrounds him and hisinterpersonal relationships (Ianes, Cramerotti, 2013). This article aims to encourage a reflection on the differentdimensions of education inclusion according to the ECS perspective, aimed to promoting the creation /integration of new indicators for the evaluation of the quality of inclusive education, which is also able to reorientate educational actions and to provide a truly equitable and inclusive education.