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In Italy, the rapid increase of foreign students has represented a test for the traditional tendency of the Italian school to inclusion. The Italian regulation on migration shows a model of school that is integrative and intercultural. The intercultural dimension involves all the school, which has the duty to create equal possibilities to learning, justice and equity. Interculturality, as a specific objective of a school undergoing transformation, requires the complementarity of action lines that include the integration of immigrant students and intercultural exchange in scholastic and extra-scholastic relations, in the knowledge and the competences.