Patrizia Sandri

Her scientific work is rooted in the field of Special and Inclusive Pedagogy, with particular attention to educational contexts that foster inclusion and school well-being. She investigates how inclusive learning environments can support the development and expression of individual potential, with specific focus both on students with complex vulnerabilities and on giftedness—understood not as a fixed category, but as a perspective through which to rethink teaching practices that value individual differences. At the core of her research lies the coevolutionary perspective, conceived as an interpretative and transformative key to all educational contexts. It concerns not only the relationship between educators and learners, but also the interactions among learners themselves. This dynamic is nourished by metacognitive reflection intentionally fostered by educators. In this framework, she explores the relationship between education and productive engagement within local services, aiming to develop meaningful pathways for people with complex employability conditions. She also analyses transformative and evidence-based teaching methodologies to support inclusive education, with a specific focus on discipline-specific special didactics (e.g., mathematics, history, Italian), aimed at promoting meaningful learning experiences while respecting individual differences. She develops theoretical and empirical tools for teacher education, with emphasis on reflective practice and shared professional development. Her work is characterized by a strong interdisciplinary approach and a firm commitment to educational equity through research and training.

Main research areas:

• School inclusion and well-being in educational settings

• Giftedness and the enhancement of individual potential

• Coevolutionary perspective in educational and training processes

• Productive engagement and complex employability

• Discipline-specific special didactics (e.g., mathematics, history, Italian)

• Teacher education, reflective practice, and professional development

• Inclusive pedagogy grounded in evidence and transformative practices

• Educational equity and interdisciplinary approaches