“A scrivere non ci sono mai riuscito”: il Writing and Reading Workshop come metodologia inclusiva in un istituto professionale

The paper aims to explore the inclusive potential of the teaching method of reading and writing called Writing and Reading Workshop limited to its application in the context of a vocational school. The study, in accor dance with the principles of the student voice movement, is conducted through the analysis of the point of view of nine students belonging to a fourth grade that participated in the WRW in the curricular course of Italian. This exploratory research is intended to provide an initial identi fication of the factors of inclusiveness of the WRW method through the description of the students’ perceived learning in the area of writing skills and changes in their relationship with literary culture. A thematic analysis has been conducted on the textual data, collected through semi-structured interviews, which allowed us to identify two inclusive processes: a) the per ception of a growing sense of self-efficacy regarding written composition skills; b) the expression of a perspective change in perceiving the act of reading and writing in terms of personal practice.