Perceived Challenges and Support Strategies for Migrant Students with Special Educational Needs: Insights from Future Teachers

This study explores how pre-service special education teachers in Italy perceive the challenges faced by students from migrant backgrounds and the strategies they consider effective in fostering inclusive education. Framed within the national legal framework recognizing linguistic and socio-cultural disadvantage as a Special Educational Need (SEN), the research aims to contribute to the understanding of how future teachers approach diversity in increasingly heterogeneous classrooms. Data were collected through a qualitative survey administered to 261 pre-service support teachers enrolled in university-level inclusive education programs. Participants responded to three open-ended questions designed to elicit their perceptions regarding: (1) the main barriers encountered by students with a migrant background; (2) inclusive teaching practices they deem useful to address such barriers; and (3) the types of professional training and tools they consider necessary to enhance their readiness for multilingual, multicultural classrooms. Responses were analyzed inductively using thematic content analysis supported by ATLAS.ti software. Findings indicate that participants overwhelmingly identified language as the primary obstacle to academic achievement and social integration. However, emotional vulnerability and socio-relational difficulties were also emphasized. Suggested strategies included the use of cooperative learning, visual aids, and intercultural dialogue. Participants strongly advocated for targeted teacher training in second-language acquisition, emotional-relational competence, and culturally responsive pedagogies. The study underscores the importance of preparing inclusive teachers to respond to layered educational challenges, not only through pedagogical tools but also through the development of reflective, relational, and intercultural competencies.