HISTORY,STRUCTURE HISTORY,STRUCTURE AND CONTENTS AND CONTENTS

INCLUSIVE INCLUSIVE EDUCATION IN ITALY-EDUCATION IN ITALY-

PALERMOPALERMO

A CURA DI C. MAURIZIO GENTILEA CURA DI C. MAURIZIO GENTILE

Psicologo, Ufficio Scolastico Psicologo, Ufficio Scolastico Regionale per la Sicilia. Regionale per la Sicilia.

Coordinatore Gruppo HCoordinatore Gruppo H

9-11-2015

““INCLUSION/INTEGRATION” : THE NEED INCLUSION/INTEGRATION” : THE NEED FOR A FOR A NEW LOOKNEW LOOK IN THE 3° IN THE 3° MILLENNIUMMILLENNIUM

HAVE “NEW EYES”

Being able to look phenomena with a different attitude, with paradigms and explicative patterns which are different from those in the past ….

DEBATE ABOUT INTEGRATION “QUALITY” IS STILL OPEN AND IT IS NECESSARY EQUIP OURSELVES WITH ADEQUATE EPISTEMOLOGIES TO UNDERSTAND A PHENOMENON OF GREAT COMPLEXITY

In the new approach of W.H.O. In the new approach of W.H.O. the wordthe word handicaphandicap, ,

considering his pejorative considering his pejorative connotation in the different connotation in the different

languages (including italian), languages (including italian), has been substituted with the has been substituted with the

“generic term”“generic term”

disability disability

In the new approach of W.H.O. In the new approach of W.H.O. the wordthe word handicaphandicap, ,

considering his pejorative considering his pejorative connotation in the different connotation in the different

languages (including italian), languages (including italian), has been substituted with the has been substituted with the

“generic term”“generic term”

disability disability (it includes (it includes

deficit, disability, deficit, disability, handicap)handicap)

THE PATH DELINEATED IN ITALY UNDER 104/’92 LAW

PLAN AGREEMENT

TARGETING OFDISABILITY SUBJECT

FUNCTIONAL DIAGNOSIS

DYNAMIC FUNCTIONAL

PROFILE

PERSONALIZEDEDUCATIONAL PLAN

PERSONALIZEDEDUCATIONAL-TEACHING

PLAN

HEALTH SERVICE/SCHOOL/ LOCAL AUTHORITY

LOCAL HEALTH AUTHORITY (ASL)

MULTIDISCIPLINARY UNIT A.S.L.

“MIXED”

WORK GROUP

“MIXED”

WORK GROUP

TEACHERS’ TEAM

INDIVIDUAL TEACHER

WHAT WHO

Pupils affected by Pupils affected by disability put in state disability put in state

schoolsschools

Sicily Region DataSicily Region Data

year 2015/2016year 2015/2016

PROVINCESPROVINCES PupilsPupils specialized specialized teachersteachers

Teacher/pupil Teacher/pupil RatioRatio

AgrigentoAgrigento 1567 968 1,62CaltanissettaCaltanissetta 1438 895 1,61

CataniaCatania 6321 3478 1,82EnnaEnna 721 466 1,55

MessinaMessina

23511534

1,53PalermoPalermo

6051 4153 1,46RagusaRagusa

1038 574 1,81SiracusaSiracusa 2014 1162 1,81TrapaniTrapani 2006 1287 1,56

SICILYSICILY PupilsPupils specialized specialized teachersteachers

Teacher/pupil Teacher/pupil RatioRatio

TOTALTOTAL 2359723597 1451714517 1,631,63

From the targeting of a Person affected by disability to the preparation of “supports”

Is a person affected by disability under the article 3 paragraph 1° L. 104/92?

Yes

No

stop

Is he/she in a serious situation under the art. 3 paragraph 3° L. 104/92?

Yes

No

stop

Has the documentation been presented according to the rules in force?

Yes

No

stop

Quantification of the “derogation” need at provincial level and for order of school to ask to USR

Yes

Distribution to schools of derogations obtained on the basis of the seriousness of situations and on the adequacy of documentation presented

Check of “real” attendance of pupils affected by disability in every single school during the year

Think about a condition of “complexity” Think about a condition of “complexity” that goes beyond a that goes beyond a single personsingle person and and that involves the Person life that involves the Person life contextcontext

material

relational

Historico-cultural

So disability is a multidimensional phenomenon that ensues from the interaction between the person and his social and physical

environment (hindering/facilitating)

Disability situation

Context andTargeting of

obstacles that make

Identity achievement difficult

Subject andTargeting

offunctioning methods

Of body functions and structures

Aid Relationsnecessary to each

person

INCLUSION/INTEGRATION

IT IS A SOCIALIZATION LEVEL THAT HAPPENS WHEN EVERYBODY, WORKING TOGETHER, HELPS EACH OTHER TO IMPROVE HIS OWN RELATIONAL AND COMMUNICATIVE SKILL

INTEGRATION CONDITIONS

INVOLVEMENT OF “EVERYBODY”

SYNERGETIC OPERATIVENESS

GROWTH OF “EVERYBODY” (on a relational, communicative, ability

level)

ALL THIS IMPLIES A “WIDENED IDEA” OF INCLUSION (that it’s possible to achieve at

various levels)

InclusionIntegration

“lived” as

qualityof life

Arrangements of services in an adequate context

Possibility of real access to services

Personal interaction with

significant people (parents, brothers,

…)Utilization of services

addressed to the population in general

Socio-interpersonal

relationships really lived

Exercise of autonomy and make decisions about one’s life

SUPPORT TEACHERS TO “SUPPORTS”

GROUP

TUTORING

MATERIALS

ALTERNATIVE USE AND SPACE

ARRANGEMENT

IDEN

TITY ACH

IEVEM

ENT

From LEARNING

Since the life of people affected by Since the life of people affected by disability is linked to various disability is linked to various Institutions that interact among them, Institutions that interact among them, it is necessary to haveit is necessary to have

An Interinstitutional network that is operational before the Person arrives and it is able to make clear WHO-DOES-WHAT-WHERE AND WHEN

A PERMANENT NETWORK able to give a A PERMANENT NETWORK able to give a GUARANTEE of shared Responsibility and GUARANTEE of shared Responsibility and SECURITY of survival in INTEGRITY.SECURITY of survival in INTEGRITY.

NETWORK

SCHOOLHEALTH

SERVICE ANDSOCIAL WORK

SOCIAL ORGANIZATIONFAMILY

INTEGRATION OF EDUCATIONAL AGENCIESSYNCHRONICAL AXIS

DIACHRONICAL

AXIS

LIFE LO

NG LEARNIN

G (longitu

dinal

integratio

n )

TO CLOSE, A LINE OF A GREAT POET J.L.BORGES

“EVERY REAL GIFT IS MUTUAL.

THE PERSON WHO GIVES DOESN’T STINT HIMSELF OF WHAT HE GIVES.

GIVE AND RECEIVE ARE THE SAME THING”

( JORGE LUIS BORGES )