Italy's Inclusive Education: Historical Overview & Current Challenges, Schemi e mappe concettuali di Lingua Inglese

Scarica Italy's Inclusive Education: Historical Overview & Current Challenges e più Schemi e mappe concettuali in PDF di Lingua Inglese solo su Docsity! Legislative framework in Italy «full inclusion system» Antonella Chifari Researcher, Psycologist and cognitive-behavioral Psychoterapist Institute of Educational Technologies, Italian National Research council antonella.chifari@itd.cnr.it What is INCLUSION? (Bondy, 1996) According to Bondy, «inclusion involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students)». Addresses and responds to the diversity of needs of ALL learners Increases participation in learning, cultures and communities Requires a transformation in HOW to think about education and its role in society The circular offers schools an important operational tool, completing the framework for the enlargement of the legislation on school inclusion that began in the 70s of the last century, expanded with Law No. 170/10 and completed with the Directive of 27 December 2012; Redefines and completes the traditional approach to scholastic integration, based on the certification of disability, extending the field of intervention and responsibility of the whole educating community to the “big cauldron” of Special Educational Needs (BES); extends to all students in difficulty the right to personalize learning, expressly referring to the principles enunciated by Law 53/2003. MIUR Ordinance n. 8 March 6 2013: Operative instruction for students with BES Evaluation of BES and DSA students and students: how to concretely apply the new criteria introduced by Legislative Decree 62/17? DECREE 13 aprile 2017, n. 62 It introduces specific rules for the administration of standardized tests, the use of compensatory tools and dispensative measures and the procedures for carrying out state examinations. ServicesFamilySchool Early identification of suspected cases Targeted recovery instructional activities Persistent difficulties Communications FROM the school TO the family Request of ATTENTION (assessment) Diagnosistic ITER DIAGNOSIS: diagnostic certification document Communication FROM the family TO the school Compensatory tools and dispensatory measures - Teaching and personalized assessment (ILPs - PDP) Italy: the role and status of support teachers • The support is the task of the specialist teacher member of the school staff of the ordinary schools. He acts as a class teacher, supporting the pupil in ordinary school after obtaining parental permission. • Support teachers are co-responsible with the classroom teacher of the teaching activity of all pupils. One of the main tasks is the drafting of an Individual Educational Plan. They work with the pupils inside the class: pupils with special needs are taken to the outside only if strictly necessary. •BUT ... •… frequently they have to take responsability for physical and/or behavioural assistance, due to the lack of SUPPORT PERSONNEL different from teachers (e.g. personal assistants). • This CONFUSION OF ROLES lowers the quality of overall support!!! • So … • Recent qualitative study confirmed that support teachers share feelings of marginalization, isolation and personal dissatisfaction, as well as ‘feeling of being treated as second-class members of the staff, devoid of status and power to bring about effective support for inclusion’ (Devecchi et al. 2012). The implications for many students with disabilities are clear!! In conclusion … • The Italian system requires that teachers learn to work cooperatively. Co-teaching is essential in inclusive education. • Focus attention, with the support of a detailed funcional analysis, on the problems with appropriate educational plans, regardless of labels and classifications. • It is urgent a clarification of the STRATEGIES directed to one and/or the other, or to all on the basis of evidence-based practices. BUT few school staff in Italy are specially trained for this …