SUPPORT TEACHERS AND INCLUSION. MIUR Italian Ministry of Education Cabiria Greco

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1 MIUR Italian Ministry of Education Cabiria Greco

2 Italian integration process started back in 1971 by including all not severely - handicapped pupils in public schools and was completed in 1977 by closing special schools. MIUR Dal libro Cuore alla lavagna digitale Mostra permanente

3 HOW DO WE MANAGE INCLUSION IN SCHOOL NOWADAYS? Support Teachers Non teacher personnel assistants for personal autonomy and comunication GLH/GLIR/GLIP PEI/PDP

4 To integrate handicapped pupils in mainstream classes was not an easy task. To make this happen they came up with a still working solution: The support teacher

5 Support teachers/disabled pupils ratio is 1:2 If the disability is severe the ratio changes to 1:1 A single class can t host more than 2 severely disabled pupils (so max. 2 support teachers) Support teachers can be fixed school staff, or they are called every year. They can be multispecialized so they can actually deal with different kinds of disabilities.

6 For the vacant positions, every school year support teachers are called in as substitute teacher to join the curricular teachers in the class. SUPPORT TEACHERS BY SCHOOL GRADE SEC. II 24% PRESCHOOL 8% CURRICULAR AND SUPPORT TEACHERS SEC. I 30% PRIMARY 38% PRESCHOOL PRIMARY SEC. I SEC. II

7 So, in case of substitute teachers, it can happen that a pupil changes the support teacher from year to year. Finding a way to guarantee the didactic continuity, by stabilizing substitute support teachers positions is currently one of the MIUR top priority Increase of support teachers number from 2010 to 2013

8 Italy has three administrative levels: central general administration (the Ministry), regional administration (regional Offices) and local (schools). MIUR USR ITALIA REGIONE All three of them contribute in different levels/ways in our path towards inclusion SCUOLA PROVINCIA/COMUNE

9 The educational system in Italy is organized according to the principles of subsidiarity and of autonomy of schools. The State and the Regions share the legislative competence. Moreover Regions should comply with what s prescribed by national legislation. Schools are autonomous as for didactic, organizational and research activities.

10 This kind of structure allows each school to be autonomous and so to collaborate with the local administrations (regions, provinces, municipalities) and with associations, enterprises and ASL (local health authorities)

11 TEACHING POSITION PRE-ENROLMENT (all pupils) SCHOOLS SCHOOL PRINCIPAL MIUR - MEF All teachers contingent (curricular+support) REGIONAL OFFICES

12 To really understand how this actually works we need to go back to square one and briefly introduce our political geography

13 The regione is divides in province. In Tuscany there are 10 provinces. FIRENZE (CAPOLUOGO) Arezzo Siena Pisa Grosseto Pistoia Prato Livorno Lucca Massa Carrara

14 The Province of Florence is divided in municipalities, the comuni. Florence too is a comune.

15 Schools are in located in the comuni, the more the pupils population, the more the schools/classes.

16 Our school system doesn t just take care of disabled pupils, there are others who are too in need for help from their teachers. SLDs and Foreign students are among them. They all disabled too, of course - are BES (SEN) pupils and we provide them with dedicated plans.

17 GLIP GLIR GLH Work groups for inclusion. They are composed by teachers, medical staff, parents, and other professional figures (like solcial services, psychologists, fisioterapists ) involved in the pupils education and life at regional level (GLIR) at provincial level (GLIP) at school level (GLH/GLI)

18 GLIR MIUR regional office, health service, municipalities representatives, NGOs (coordination of all services in the whole Region) GLIP coordination of all services in the whole Province GLH/GLI coordination of all service in each school.

19 Disabled pupils (L.104/1992) PEI Support teacher Communication/autonomy assistant DSA/ADHD/SLD (L.170/ guidelines) PDP Compensative tools and dispensative measures Other special needs Teachers should draw specific educational plans and activate dedicated laboratories

20 PEI AND PDP PEI individualized educational plan for pupils with disabilities PDP personalized educational plan for pupils with SLD and other SEN They are tools useful to programme didactic measures and assesment, based on individualised learning goals. Compensatory tools and dispensatory measures can be used, if needed They are drafted by teachers, medical staff, parents etc..

21 1. ICF project 2. Portal for teachers in service training 3. Didactic continuity 4. CTSs promotion 5. National level training - Masterclasses and MA (Master Degrees) on LD (Learning Disabilities) and specific disabilities 6. Territorial training (UUSSRR) 7. DSA interventions

22 CURRENT MIUR ACTIONS. and more recently A new bill ASD desk A network for inclusion (ongoing)

23 SUPPORT TEACHERS AND INTEGRATION THANK YOU