Abstract:

School leadership in Italian schools is exercised by the Headmaster with the support of middle management figures known as "Instrumental Function". Each of them focuses on the areas for which each school defines its own improvement objectives, including inclusion.

The "Instrumental Function for Inclusion" teacher is the middle leadership figure who is the point of reference for the entire school community to promote inclusive culture, practices and policies (Booth & Ainscow, 2000).

The legislation does not precisely define the profile of teachers with "Instrumental Function for Inclusion" and does not provide for a specific training program that would be necessary to give greater relevance and definition to the role.

The literature on middle management and distribuited leadership in the Italian schools (Pirola 2015; Paletta & Bezzina 2016; Bufalino 2017; Agrati 2018; Paletta 2020; Piccioli 2025) describes the teacher with an "Instrumental Function for Inclusion" as the figure who can raise the levels of inclusiveness throughout the school, leads the team of support teachers, assists the Headmaster in achieving improvement objectives.

Instrumental Function also participates in the Operational Working Group (Gruppo di Lavoro Operativo - GLO) within which the Individualized Educational Plan (Piano Educativo Individualizzato - PEI) is developed.

PEI is the planning tool that guides the educational paths of students with disabilities, indicating objectives and strategies for achieving educational and social inclusion and for adult life.

For this reason, PEI is part of the Life Project, which accompanies people with disabilities throughout their lives and identifies each individual's potential and the resources and tools available to achieve their autonomy and independence (Pasqualotto & Lascioli, 2025).

A previous exploratory qualitative study (reflexive thematic analysis according to the Braun & Clarke method) conducted at the University of Parma as part of the
Specialization Course for Teachers Providing Support for Students with Disabilities revealed:
- the description of a role defined as a "mediator" and "expert",
- the need for trainee teachers to have greater support in designing experiences aimed at adulthood,
- the awareness that a culture of inclusion exists specific to each school.

It was therefore deemed useful to further explore the role of the teacher with an "Instrumental Function for Inclusion" to uncover the skills profile required for the role, using a grounded theory approach, which is considered particularly suited to the complexity of the topic.

The presentation will illustrate the theoretical framework and initial findings of a qualitative idiographic research project based on the findings of the previous study.

The participants are teachers with "Instrumental Function for Inclusion" at Parma's high schools, and the tool used was the hermeneutic interview (Trinchero, 2004).

The objectives of the research are:
- investigate how the leadership of the Instrumental Function for Inclusion is exercised in participation in the GLO;
- outline a skills profile of the Instrumental Function for inclusion useful for the purposes of a future university training program.

We strongly believe that new inclusion paradigms require the valorization of such a significant figure in school curricula. Based on the above, we hope to lay the foundation for the development of a university training program for intermediate leadership teachers.

Keywords:

Instrumental Function for Inclusion, School Management, Gruppo di Lavoro Operativo, inclusive schools, support teachers.