Working on interiority in the context of attention to diversity

Abstract

The work on interiority takes on special relevance for pupils with special educational needs that we find in ordinary schools. There is an increasing amount of rushing, noise and over-tasking in the corridors of schools. If this is upsetting for ordinary pupils, it is even more so for those who have particular difficulty interpreting the world (ASD pupils), controlling their impulsivity (ADHD pupils) or understanding verbal instructions (SLI pupils). In this article we offer some practical ideas on how to work on interiority through experiences of observation, calm, listening, reflection and self-knowledge.