In view of the Interministerial Decree 182/2020,
school planning requires a bio-psychosocial vision of learning and
participation, within a full inclusion perspective. Whit this in mind, a
quasi-experimental research project is presented. The project is aimed to
indicate effective methods of teaching support, with particular attention also
to the assesment that should be included in the IEP. Especially the project
intends to contribute to the resolution of a problem of strategic importance,
such as the reading comprehension, and it has identified Reciprocal Teaching
(RT) as the didactic strategy with the greatest amount of scientific evidence.
It continues a previous experimentation in the fourth grade of primary school -
already concluded by SApIE - in order to develop a benchmark model of inclusive
design for the third grade.