A. Personal Domain: Personal Skills

• A1. The ability to externalise and express an individual’s personal prejudicial attitudes towards people with SEN
• A2. The ability to control the individual’s emotions, and to overcome frustration
• A3. Developing the individual’s professional role
• A4. The ability to negotiate in interpersonal relationships

B. Cultural Domain: Cultural Skills

• B1. Mastering and developing the content, languages, methods, techniques of the subjects involved in the disability and psychological pain area
• B2. Understanding the work environment in which the support teacher works: the different kinds of existing institutions, how they communicate, and the organizing, economical, cultural aspects of this environment
• B3. Understanding how to set the development of the right to public education for people with disability against its historical background. Considering legal, social, and cultural aspects of this right

C. Professional (Teaching) Domain: Professional Skills

• C1. The ability to collaborate with schools and local entities (institutional or not) in order to manage collectively the problems and share processes to modify the school system to prevent or intervene in the students’ SEN
• C2. Mastering the processes of planning, programming, undertaking and evaluating of educational interventions in SEN situations. Mastering methods and techniques in order to modify normal activities of teaching/learning to adapt them to the complexity of the SEN situations
• C3. Mastering and analysing methods of SEN situations in order to describe them and to identify professional and technical supports, and human, institutional, and organizing resources which are necessary for special educational intervention
• C4. Understanding the legislation on disability and the documents necessary to identify a student with SEN in order to manage their problems collectively (inside and outside the school context).

Undertaking team-working, also at an institutional level, in order to create networks of services to take a global responsibility for the different SEN situations.

The challenge which looms up on the horizon both for the Italian Education Ministry and the European Parliament consists of producing the conditions for the realization of the so-called inclusive system.

The support teacher’s specialized training however must deepen necessarily themes and questions directly connected with special school needs and cannot neglect the fact that the basic setting of intervention is the school institution and structures and not only the class or the training course with the single student. We can clearly understand as the use and the arrangement of this resource in the school system greatly depends on the concept of the task and the function of such a professional figure at a management level.

Canevaro points out that “the teachers’ training for disabled can obtain from school structures and in particular from school managers some changes in organization, without which such a training can be unuseful” (Canevaro, 2000, p. 64). In fact the successful processes of inclusion go beyond the specialized teachers’ teaching, as they require an institutional and inter-institutional re-organization fit for answering the different aspects of the problem. As has been underlined throughout this article, such a process has the characteristics of a system action that greatly depends on a process of de-structuring and re-structuring in the organization which must involve the different school staff members in order to be carried out in a right way, but even other systems as the territory, the health services, the political Institutions and the economic structures.