Student with special educational needs in Italy
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 1
FOR SUPPORT TEACHERFOR SUPPORT TEACHER
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 2
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.
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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.
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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;
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 5
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;
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Law NLaw N°° 104 (1992)104 (1992)
It arranges interventions to
overcome marginalization and
socialexclusion of
disabled people.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 7
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.
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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.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 9
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.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 10
DOCUMENTSDOCUMENTS
Clinical Diagnosis Functional Diagnosis Dynamic Functional
Profile.
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CLINICAL DIAGNOSISCLINICAL DIAGNOSIS
This document is prepared by a team of
doctors. It describes the type of
disability.
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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.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 13
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.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 14
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.
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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.
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INDIVIDUAL EDUCATIONAL PLAN (IEP)
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
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INDIVIDUAL EDUCATIONAL PLAN (IEP)
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.
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INDIVIDUAL EDUCATIONAL PLAN (IEP)
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...
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 19
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
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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.
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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.
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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.
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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.
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12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 24
STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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..
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
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:
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STUDENT SPECIAL NEEDSSTUDENT SPECIAL NEEDS
Horse-riding
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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
Pottery lab Decoupage Ceramics
Gardening Psychomotion Swimming