Faculty of Educational Science

Special Educational Needs Assessment Procedures (SNAPs) dwell on the limbo between ‘being exclusive’ and aiming to ‘become inclusive.’ SNAPs could be Draft a project description for the faculty webpage 2 understood as the edge of a coin, where one side represents ‘Inclusion’ and the other corresponds to ‘Exclusion.’ SNAPs can be both flexible and rigid, accommodating to the individual needs of the child but at the same time restricting its “natural” incorporation in the classroom. SNAPs also play a significant role in shaping both the trajectory of a child’s educational path and also its identity as a (’real’) student and later on as part of an active contributor to society. The consequences of such evaluations on the lives of individuals are profound, and that is precisely why this project aims to explore the existence of a (global) Grammar of SNAPs that would give life and legitimize some practices of exclusion concerning SNAPs and offer the framework from which to become more critical and reflective regarding SNAPs: The research spans a diachronic and synchronic approach, covering the 1950s and the present, using a historical and international comparison of theoretical, methodological, and analytical techniques. The study’s center comprehensively compares four countries: Germany, Italy, Ecuador, and the USA. The research aims to contribute to the broader understanding of SNAPs, offering insights into their historical evolution, cultural implications, and administrative significance. By examining diverse international contexts, the project aims to uncover a global Grammar of SNAPs, shedding light on common threads and unique variations across nations and time.