The article focuses on the theoretical and methodological basis of training for
support teachers specialized for inclusion in Italy. The results of our studies, conducted with the support
teachers compared with the regular teachers, have shown that specific training, based on the «International Classification of Functioning, Disability and Health» (ICF) and on a metacognitive perspective, allowed a process of reflection for the maintenance of a constructivist view of the development of pupils' intelligence. It also enhanced the awareness of the regulation of emotions, protecting support teachers from the risk of burnout.
