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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 )