The socio-psycho-educational model flipped inclusion, between circular complementarity and dichotomous processes

The current knowledge society is characterized by the pervasive use of information and communication technologies, which is producing forms of global cognitive capitalism with dynamic social economies. The flipped inclusion model aims to promote an inclusive cybersociety aimed at reflective, co-responsible and participatory critical training, through educational investment in prosocial skills. The complex idiomatic phrase with inverted inclusion derives from the interconnection of the methodological-didactic vision of the inverted class and from the inclusive mission of the International Classification of Functioning, Disability and Health, introduced by the World Health Organization. Flipped inclusion is an educational-training model of existential planning prosocial-inclusive. The flipped inclusion model follows a multi-method approach organized through opposing ethodological-design logics: formal, not formal and informal. The research carried out at the University of Salerno (Italy) was organized by levels: macro systemic (interinstitutional), meso systemic (course / university school); microsystemic level (academic context, class context). The data emerging from the qualitative and quantitative analysis and from a meta-analysis corroborate the validity of the model and its transformative impact both in relation to learning, cooperative and attribution styles, and in relation to the modification of the learning context. which was organized in an inclusive cooperative and systemic perspective.