This paper deals with active learning and participation at school, outlining a new version of an already known teaching/ learning practice: the peer tutoring, which can be performed in all learning fields, individually and in groups, face to face and on line. The research question is about the best methods of empowering students for a good peer tutoring in the field of active citizenship. The Purpose of the Study is examining approaches of effective teaching / learning practices to promote civic competences at school, especially through the work of the Students Councils. Links are made with the European project SPACE (Students Promoting Active Citizenship in Europe), currently performed by 6 European partners from 4 countries, where students are expected both to learn and to give advices to peers. The research methods are: analyzing studies on the topic (Biesta, 2007; ten Dam, 2011), included the most important international Surveys (Eurydice, 2012, ICCS, IEA 2009, 2016 on education of citizens, and comparing the activities for promoting active citizenship in the partner schools of the SPACE project on the basis of a common frame describing both working process and expected outcomes.The findings are related to the strategies for developing active participation, firstly on the indicators of competence in cognitive, social and civic fields, and on descriptors of participation which are shared among teachers and students referring to the different experiences of the schools in the European project partner countries: Spain,

Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.

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