Good practices in Italy

2. In Italy, pupils with disabilities (DA= differently abled) generally attend
mainstream schools, in the ordinary sections and classes at all educational
levels.
During enrolment, parents must submit the specific certification issued by
the relevant office after the mandatory disability identification procedures
have been completed. Such documentation certifies the type of disability
and the right to receive specific support.
For these students the PEI (Individualized Educational Plan) is elaborated.
Its compilation is on the responsibility of the two subjects (school and
services) who jointly hold the responsibility of its drafting.
This personalized program must aim to reach each student in a situation of
disability, in relation to his potential, goals of autonomy, acquisition of skills
and motor skills, cognitive, communicative and expressive.

3.  Pupils with DA under Law No.104/1992 in our school are in total 29:
6 pupils in the Kindergarten – 3 support teachers
12 hours or 25 hours per pupils, it depends on the severity of the diagnosis.
14 pupils in the Primary school – 10 support teachers
7/8 hours or 22 hours per pupils, it depends on the severity of the diagnosis.
9 pupils in the Secondary School 1st grade – 7support teachers
9 hours or 30 hours per pupils, it depends on the severity of the diagnosis.

4. Law 170/2010 recognises dyslexia, dysgraphia, dysorthographia and dyscalculia as
specific learning disorders.
This Law – which states that pupils with learning disorders (DSA) do not need special
teachers, but rather a new way of teaching, according to their way of learning.
The Ministerial Directive of 27 December 2012, on ‘Measures for pupils with special
educational needs and local organisations for school inclusion’, created a macro-
category, an ‘umbrella’, to cover all kinds of difficulties at school: disabilities, specific
learning disorders, specific developmental disorders, socio-economic, cultural or
linguistic disadvantages, as well as pupils that may be in need of special care. This
ensures more inclusive practices in classrooms through individualised and
personalised education plans.

5.  Pupils with specific developmental disorders (DSA), under Law
No.170/2010 (dyslexia, dysgraphia, dysorthographia and dyscalculia) :
36 kids in the Primary School (no special teacher)
These pupils follow a PDP (Personalized Learning Plan)
The actions defined in the PDP must be consistent with the indications given in
the DSA Certificate delivered to the school.
The PDP is prepared in connection with family.
The minimum contents of the PDP are indicated in the 2011 DSA Guidelines
 Pupils with learning difficulties to disadvantaged socio-cultural-linguistic (special
educational needs SEN=BES_Bisogni educativi speciali, no special teacher).
For these pupils, the PDP is only drawn up if there are clinical reports
delivered to the school.

6. is an inclusive School. It is no longer programmatically
conceived for "normal" subjects but it lives the
inclusion as inherent in itself, offering opportunities to
all the students who manifest any kind of temporary or
permanent need.
The school has got the PAI

7. Annual Plan for Inclusion=PAI
The Annual Plan for Inclusion represents the document in which the school makes
explicit its policy for inclusion; is prepared by the GLI (working groups for inclusion)
and approved by the College of Teachers.
It consists of the following elements:
a) analysis of the strengths and weaknesses of the school with regard to inclusion;
there are not only actions specifically directed to the BES (Special Educational
Needs), but also the effective realization of educational and organizational contexts
facilitating the personalization of learning for all pupils
b) explication of annual improvement objectives expressed in terms of expected
outcomes realistic, measurable and verifiable
c) proposal of "functional" use of professional, organizational and financial
resources.

8. At the beginning of the school year:
• Sharing, in the first group meeting of the teachers / class council team, the
documentation filed with the Management relating to the BES students.
• Collect information from the documentation certifies and from families.
• Reassure and support families on teaching and organizational methods, especially in the
transition to the next school order.
• Establish contacts with the teachers of the previous years for a methodological and
didactic comparison and / or to obtain information sheets.
• Explicit the minimum objectives within the curriculum of each teacher and
communicate them to the support teacher.
• Adapt the test for DSA pupils with learning difficulties or disadvantages in anticipation of
the administration of entry tests in the change of school order.
• Structuring the entrance test for disabled pupils together with the support teacher
(based on the information gathered by the teachers of the previous order).
• Begin the systematic observation, by all teachers, through grids / indicators appropriate
to the situation and age of the pupils.

9. October - November:
• Agree, teaching and supporting teachers, educational-educational objectives.
• Collect and share information and observations for the compilation of PEIs, PDPs or any
projects and establish the methods of intervention.
• Give the protocol to the schedules following the deadlines indicated by the Headmaster.
January February:
• Verify the results of the students in each discipline and the level of integration achieved
according to the agreed objectives and propose any changes to the PEI or PDP.
June:
• Preparing the final report of the support teacher in which they highlight: the main needs
emerged, the particular actions activated, the methods, the techniques and the means
used, the general results of development obtained, the particular suggestions for future
schooling .

10. • Teachers give priority to work in group by taking a teaching involving all pupils
• Teachers keep the pupil within the class / section to ensure participation in the
"social life" that takes place within it on a daily basis.
• All teachers must keep in touch with the family of the students: the alliance
with the family has positive effects on the scholastic and behavioral performance
of the pupil.
• The educational outings provide an additional person in the presence of
disabled pupils.

12. “Metafonologica-Mente”
curriculum project for pupils in the
Kindergarten (4/5 years)
"Learning by creating"
project for secondary school 1st grade, born
with the aim of ensuring facilitating action to
ensure that a substantial share of pupils in the
above order of school.

13. “Metafonologicamente in prima” …. "Metaphonologically in the 1° grade classroom"
Curriculum project for the Kindergarten
"Metafonologicamente in prima" is the curricular project dedicated to children of 5 years, who
will have to face the transition to the class first grade in the primary school.
o The intent is to observe and strengthen in children the basic skills that will facilitate a positive
approach to learning reading, writing and mathematics.
o The articulation will be in two stages: a first moment of activity aimed at the observation of
the pupils during various linguistic, cognitive and perceptive-motor games, with particular
attention to any predictive signals of suspicious situations concerning the abilities.
o Subsequently, three play paths will be introduced (phonological, logical-mathematical and
graph-motor), aimed at strengthening the weakest skills.
o The methodological approach will be of a playful nature and will favor the promotion of a
serene and reassuring climate that stimulates the linguistic expression of children, the
resolution of problems and the evaluation of their results.
o The evaluation will involve the use of specific cards in itinere and observation grids at the end
of each educational path.
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14. “Imparare creando” …”Learning by creating”
Curricular project for the Secondary School 1° grade
The aim of the laboratory is the development of creativity and the acquisition of
thinking skills such as analysis,
critical judgment and aesthetic sensitivity.
It pursues the following objectives:
 acquire operative skills related to some pictorial and graphic techniques;
 perform and design elaborate researching original creative solutions inspired
also by the study of the history of art;
The project will focus on knowledge and the conscious use of pictorial and
graphic techniques such as:
tempera, glass painting, overhang on copper.
The laboratory teaching will mainly use manual and operational techniques.
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15. Psychological listening counter
Another "inclusive" objective reached by our school is the presence of two Psychologists
who work one every two weeks, the other on a weekly.
They offer their professionalism and their advice through a listening desk aimed at children
and young people of primary and secondary school, who spontaneously request it or who
experience psychological distress; to the requesting teachers offer psycho-pedagogical
indications to support the relationship with the students and the class group; to the parents
of the students, for the enhancement of parenting and communication skills, and for advice
on the evolutionary and cognitive dynamics of their children.
This service has the following objectives:
• to prevent individual and school discomfort;
• offer a space for listening to pupils, teachers and parents;
• increase school motivation;
• to facilitate communication processes and the development of appropriate modes of
communication between the pupil, his parents and teachers;
• observe, detect, analyze emerging issues, and where necessary, activate specific
interventions.