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SUPPORT TEACHERS AND INCLUSION MIUR

Italian Ministry of Education

Cabiria Greco

SUPPORT TEACHERS AND INCLUSION

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.

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Mostra permanente


HOW DO WE MANAGE INCLUSION IN SCHOOL NOWADAYS?

Support Teachers

Non teacher personnel

assistants for personal autonomy and comunication

GLH/GLIR/GLIP

PEI/PDP


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”


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.

For the vacant positions, every school year support teachers are called in as substitute teacher to join the curricular teachers in the class.

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

PRESCHOOL PRIMARY SEC. I SEC. II

CURRICULAR AND SUPPORT TEACHERS


PRESCHOOL 8%

PRIMARY 38%

SEC. I 30%

SEC. II 24%

SUPPORT TEACHERS BY SCHOOL GRADE

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


ITALIA

REGIONE

PROVINCIA/COMUNE

MIUR

USR

SCUOLA

Italy has three administrative levels: central general

administration (the Ministry), regional administration

(regional Offices) and local (schools).

All three of them contribute in different levels/ways in our path

towards inclusion



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.


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)

PRE-ENROLMENT

(all pupils)

SCHOOL

PRINCIPAL

MIUR - MEF

All teachers contingent

(curricular+support)

REGIONAL

OFFICES

SCHOOLS


TEACHING POSITION


To really understand how this

actually works we need to go back

to square one and briefly introduce

our political geography

The regione is divides in province.

In Tuscany there are 10 provinces.

FIRENZE (CAPOLUOGO)

Arezzo

Siena

Pisa

Grosseto

Pistoia

Prato

Livorno

Lucca

Massa Carrara



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


Schools are in located in the comuni, the more the pupils’ population,

the more the schools/classes.


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”.


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)

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.



Disabled pupils (L.104/1992)

PEI

Support teacher

Communication/autonomy assistant

DSA/ADHD/SLD (L.170/2010 + guidelines)

PDP

Compensative tools and dispensative measures

Other special needs

Teachers should draw specific educational plans and activate dedicated laboratories


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..


1. ICF project

2. Portal for

teachers’ in service

training

3. Didactic continuity

4. CTSs promotion

5. National level

training - Master-

classes and MA

(Master Degrees)

on LD (Learning

Disabilities) and

specific disabilities

6. Territorial training

(UUSSRR)

7. DSA interventions


CURRENT MIUR ACTIONS

…. and more recently • A new bill • ASD desk • A network for inclusion (ongoing)

SUPPORT TEACHERS AND INTEGRATION

THANK YOU

miur support teachers and inclusion - uni … – dal libro cuore alla lavagna digitale ... support...

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