Inclusive education in the construction of a democratic citizenship in an international perspective.

The article takes an in-depth look into the responsibilities of educational institutions in welcoming human diversities and differences with interculturality in mind. It will analyze the enhancement and participation of students who simultaneously have disabilities and migratory backgrounds, and the related pedagogical approach. This double dimension will be viewed from an international perspective (Italy, Germany, Argentina, Brazil), with particular attention on the construction of global citizenship, teacher training, the role of the family, and contexts and transitions between school and community activities. The analysis will start from Italy, with the evolution of regulations from the 90s onwards and related methodological implications in an inclusive perspective. The discussion will then move to Germany, covering a cross-section from the educational condition of child laborers of the 1950s to today's refugee children. The journey will end in Argentina and Brazil – historical destination countries characterized by broad and complex intercultural dimension.