Episodes of situated learning: a methodological framework to encourage inclusion at school

The contribution aims to present the framework of the Episodes of Situated Learning (ESL), as empirically experimented in special educa-tion contexts in Italy and Spain. Starting from the ESL approach and from the supportive results found by national cases in inclusive settings (Rivoltella, 2015), the article suggests that this method can be useful for the training of teachers working in the field of disability (even of serious entities) and for classroom activities in inclusive environments.