student with special educational needs in italy

12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 1

FOR SUPPORT TEACHERFOR SUPPORT TEACHER


Law NLaw N°° 104 (1992)104 (1992)

The low nThe low n°°104, 104, introduced in the Italian introduced in the Italian

Civil Code in 1992, Civil Code in 1992, includesincludes

all the previous lows as all the previous lows as far as the social, far as the social, economical and economical and

politicalpoliticalrights are concerned rights are concerned

and the school and the school inclusion and inclusion and integration ofintegration of

disabled people.disabled people.


Law NLaw N°° 104 (1992)104 (1992)

It ensures full It ensures full respect for human respect for human

dignity and the dignity and the disableddisabled’’ss rights ofrights of

freedom and freedom and autonomy. It also autonomy. It also promote their full promote their full integration intointegration into

family, school, work family, school, work and society.and society.


Law NLaw N°° 104 (1992)104 (1992)

It prevents and removes the disabling conditions that

prevent thedevelopment of the human

person, to achieve as maximum independence as

possible and the participation of disabled people in community life,

the realization of civil, political and financial

rights;


Law NLaw N°° 104 (1992)104 (1992)

It prosecutes the functional and social recovery of person

with physical, mental, and sensorial deficit

and provide the services andbenefits for the prevention,

treatment and rehabilitation of disabilities, as well

as legal and economic protection of the

handicapped person;


Law NLaw N°° 104 (1992)104 (1992)

It arranges interventions to

overcome marginalization and

socialexclusion of

disabled people.


GENERAL PRINCIPLESGENERAL PRINCIPLES

This law fixes the principles of regulation of social rights, the

social integration and the support of disabled people.

Entitled persons. A disabled person is a person who has apsychophysical, or sensory

disability, stable or progressive, which

causes learning difficulties, social disadvantage or

marginalization.


RIGHTRIGHT TO EDUCATIONTO EDUCATION

The right to education is guaranteed at all levels in state schools:

from 0 to three years in the nursery, from 6 to 11 years in the

primary school, from 12 to 14 in the first secondary

school, from 14 to 18 in the secondary school

and from 18 years and older in the

university.


RIGHTRIGHT TO EDUCATIONTO EDUCATIONThe school integration aims

at developing the potential of disabledpeople in learning,

communication, relationships and socialization.

The right to education and training can not be prevented

by learning difficulties or otherdifficulties arising from

disability-related disability.


DOCUMENTSDOCUMENTS

Clinical Diagnosis Functional Diagnosis Dynamic Functional

Profile.


CLINICAL DIAGNOSISCLINICAL DIAGNOSIS

This document is prepared by a team of

doctors. It describes the type of

disability.


FUNCTIONAL DIAGNOSIS

It is a document in which we can find an analytical description

of disability.In this document we find a collection of data that are

"functional" to full school and social integration.


FUNCTIONAL DIAGNOSIS

AREAS: Cognitive:

level of development achieved; ability to integrate skills.

Relational-affective: understanding and production of a

language, alternatives languages ( sign

language Sensory

type and severity of the deficit with particular

reference to sight, hearing and touch Motor-praxic :

global-motor (motricity) fine-motor (motricity).

Neuropsychological: Attention space-time organization.

Autonomy: social autonomy personal autonomy.


DYNAMIC FUNCTIONAL PROFILE

The dynamic Functional Profile combines an integrated synthesis that allows us to understand the essential characteristics of that person, transforming them into

operative short and medium term guidelines.

It is updated at the end of the nursery school, first school, first

secondary schools, and during the second year of the secondary

school.


INDIVIDUAL EDUCATIONAL PLAN (IEP)

Describes the integrated action prepared for the students with

disabilities, in a given period of time, to realize

the right of education and training.Is an operative project between

operators (teachingstaff, support teachers) health and

social services, in collaboration with the family.

This project concerns the personal dimension of learning related to

the rehabilitation and social aspects.



IT CONTAINS: purposes and educational objectives routes work methodologies, oral, and written tests mode of involvement of the family

TIMES: it is finished by the second month of

the school year it is cheeked possibly every three

months special cheek for cases of particular

difficulty



IEP with minimum goals for students who have sensorial disabilities, or minor psychic problems. These students obtain a qualification effective for all purposes of law, after a final examination with simplified tests or equipollent tests.



IEP with personalized goals:for students with special needs who have severe sensorial or psychicophisicaldisabilities. These students achieve an attendancecertificate which lists the skills achieved. In addition for these students alternatives and integrated activities are planned such as:horse riding therapy, drawing therapy, painting therapy, music therapy, pottery lab, decoupage, ceramics, gardening, swimming, computer games etc...


STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL

Our school provides Our school provides specialist support specialist support

teachers for the students teachers for the students with additional with additional

educational needs.educational needs.They have also the They have also the

important role to maintain important role to maintain dialogue between home dialogue between home and school and school and school and school and other community and other community

agenciesagencies



The school offers an The school offers an educational support educational support

team which is made up team which is made up of qualified learning of qualified learning support teachers, a support teachers, a

pedagogue, a pedagogue, a neuropsychiatristneuropsychiatrist, a , a social assistant, a social assistant, a

representative of the representative of the parents, a representative parents, a representative

of the teachers and a of the teachers and a representative of the representative of the

Council.Council.



It is the right place where to get

information about each student,

his/her problems and develop

tailored strategies to meet the needs of each pupil and

family.



At the beginning of the school year, each

learning support teacher prepares an education

plan taking into consideration the

information had from the pedagogue and the

neuropsychiatrist, the results of the students’

tests and some observations carried out

in the class.



The plan can be an individual education plan which is targeted to meet

developmental and learning needs for students who have

serious disabilities or an education plan with

reduced learning goals in order to help the students

to bridge the learning gaps and have the

possibility to access to the school curriculum.



Support is given within the mainstream

classroom to provide each student the full

and active participation on an equal basis with

his/her peers and accomplish a

successful integration. If necessary,

sometimes students are withdrawn from the

class to be involved in individualized support

activities..



During the meetings with the subject

teachers, the support teachers

have the opportunity to

present appropriate strategies to carry

out in the class and obtain the best results from the

students



The school tries to get students involved in all the activities and make them get the best from experiences in a mixed-ability setting. Several

activities are offered to improve the psychomotor aspect of the pupils with physical disabilities such as:


STUDENT SPECIAL NEEDSSTUDENT SPECIAL NEEDS

Horse-riding



Pottery lab Decoupage Ceramics

Gardening Psychomotion Swimming