Assistente per l’autonomia, la comunicazione e educatore professionale socio‐pedagogico: una mera questione terminologica? Scuola, processi inclusivi e sfide future

The assistant for autonomy and communication workforce, as well as the breadth of their education tasks to supportstudents with disabilities, has increased considerably in schools. In this paper, semi‐structured interviews with assistantsfor autonomy and communication are conducted to examine role, educational responsibilities, training needs (initial andin service) and factors that support or hinder their role and their perception of their own competence by their colleagues.The data exposed challenges, difficulties experienced by the lack of consensus of their role, as well as propositions foraddressing these issues in an inclusive way.