THIRTY YEARS OF INCLUSION IN THE ITALIAN SCHOOL

Stefano CobelloPolo Europeo della Conoscenza

THE STAGES FOR THE LAWS ABOUT INCLUSION IN ITALY

The transition to the common schools

The tendency to favor the use of special schools is consolidated in the first half of the last century as a choice of cutting-edge than the institutions of hospitalization.

Special schools and special classes (in which are housed the students with mild disabilities) have the greatest expansion in the sixties and the first half of the seventies, thanks to massive government funding.

Special SchoolsThe trend of increase in special schools continues until

the school year 1973-1974.

These institutions, "separating the boys 'abnormal' by so-called 'normal', allow the school to operate on similar categories of pupils with uniform interventions and regulations rigidly fixed" (Sagramola, 1989).

The transition to the common schools

Towards 1966 and 1967 began to circulate in Europe the ideas of Berkeley University with the challenge to the "capitalist system" that would crush the men on the economic dimension alone (Marcuse); these ideas that aimed at combating forms of exclusion spread in France, especially during the "May of the student revolt of '68" and in Italy with the "hot autumn union" of '68. Then the operators of special institutions for disabled convinced parents to bring their children out thimbles structures considered "ghettos" and to place them in ordinary schools.Driven by demands emerging from the civil society, is approved the Law no. 118/71 which states that disabled pupils must fulfill compulsory education in mainstream schools, with the exception of the most serious (including themselves as the blind, the deaf, the intellectual and the engines serious as quadriplegics, ie with inability to move all four limbs and often to speak)

When it all began

C. M. 227 of August 7, 1975Embodies the philosophy, value and essential features of the Italian model of integration of disabled pupils in the school of all places and also the basis for all subsequent legislation

When it all began

Inspired by the circular Falcucci the process is completed by the law 517/77

The Regulation establishes the principle of integration for all disabled pupils of primary and middle school aged 6 to 14 years, however, imposing the obligation of a educational programming called IEP Individual Educational Plan

When it all began

Law 517/1977The laws says:• Educational programming as a flexible tool includes integration activities

organized for groups of pupils• The individualization of education, in relation to the needs of the

individual;• The abolition of the votes and replacing them with evaluation boards;• The extension of the right to rate the common schools for deaf students

(art. 10);• The introduction of the figure of the teacher specialist;• Reducing the number of pupils to 20 units in the classes that host disabled

students;• The necessary integration specialist by the health service;• Coordination of interventions and pluristituzionali pluriprofessionali .

When it all began

From 1977 to 1984 he recorded a drastic reduction of state special schools and non-state (more than halved) and the substantial decline in the frequency of pupils.Despite the liberalization of access to common classes, for students with sensory deficits the process of detachment from special schools is slower.

When it all began

Judgment. 2155/1987 of the Constitutional Court It recognizes the full and unconditional right of all students with disabilities, although the severity of the situation, even to attend school, requiring that all interested entities (school administration, local authorities, local health units) to put in place services of its competence to support school integration generalized.

When it all began

Lgge n. 104/1992 Articles 12 to 16 down the principles for a good quality of inclusive education: "Inclusive education aims to

develop the potential of the handicapped person in learning, communication, relationships and socialization" (Article 12, paragraph 3).

- "The exercise of the right to education can not be prevented from learning difficulties or other difficulties deriving from disabilities connected with the handicap" (Article 12, paragraph 4).

The law states :

- the need for a clinical diagnosis, stretched out by a medical specialist, indicating the impairment of the pupil and a diagnosis of "functional", written by a team of medical specialists, psychologists and social workers, detailing the residual capacity and the potential to activate Article 6 of the same law guarantees the prevention, diagnosis and early rehabilitation free under the Law on public health (December 23, 1978 n. 833).

Establishes the eed of a functional dynamic profile, drawn up by the same team with more teachers and family, that is the description of how the disabilities and abilities react after an initial trial period of inclusion.

- The need for an individualized educational plan, drawn up by the same group, which includes the general lines of the educational project for school and social inclusion, that is, of the three related projects, the rehabilitation, the social and the school.

- The professionals at each of these three fields develop, implement and test their projects.

When it all began

How is the integrationEnrollment in school pupil with disabilities

In Italy, all schools in the state and non-state schools (private, municipal and regional) that achieve the equalization, in accordance with Law 62/2000, are obliged to accept the enrollment of students with disabilities, even if in the situation of gravity. Indeed, the non-inclusion of pupils it is consider as a criminal offense.Parents enroll disabled son in kindergarten (after the third year of age) or in compulsory primary (after the sixth year of age), with the diagnosis.

How to Concretize Integration

Individualized Educational Plan (IEP) and Educational project

Based on the diagnosis, the class teachers, family and social workers who follow the pupil set the Individualized Education Plan (IEP) (Law 104/92, Article 12, paragraphs 5, 6 and 8), which includes the project summary rehabilitation, the socialization and the didactic (Law 104/92, Article 13, paragraph 1, letter a). This team is called in practice Working Group operating on the student with Handicap (GLH) and also provides periodic checks on the overall results; evaluating the results of the only educational project is instead reserved only teachers.

How to fulfill integration

Special need teachers and assistants

The IEP and the consequent educational project must be supported by staff and also technological tools appropriate to the type and severity of disability. Thus, for example, a blind child must have a specialized teacher who knows the alphabet "Braille" with dots in relief (Law 104/92 art. 14); the deaf child, if he holds a hearing aid until the first months or first year of life, it must have a specialized teacher in the classroom for the Deaf and the ability of lip reading; If the deaf child was not well and speaks prosthesis and / or perceived evil, is entitled to an "interpreter of sign language"; a spastic child needs a specialized teacher and, if necessary, by an assistant who moves from classroom to classroom and takes him to the toilet, or even providing a clean if not in control of his bowels and dirty; a child with intellectual disabilities, for example. with Down syndrome or mental retardation more serious, needs a specialized teacher.

Teachers for the "educational support", obtained with two years of specialization specific course. Currently, under the Ministerial Decree 10.09.2010, n. 249, the title is obtained as a result of a training college, with evidence of selective admission, not less than eight months, and for which they provided 60 university credits, which can be accessed teachers provided with teaching qualification for their discipline

Support teachers are paid by the school administration as well as assistants for travel and personal hygiene.

How to organize Integration

The Assistants

Often students with disabilities require assistants to be moved from classroom to classroom and be taken to the toilet, or even be cleaned if it has no control of his bowels and gets dirty.

Also local authorities provide, for example, an educator to help with homework and the deaf, for home care assistants afternoon for moving or intellectual disabilities.

Increasingly local authorities provide assistants to accompany the disabled at school, at the rehabilitation center, vocational training, day center where the most severe disabilities are involved in the game, in the pool, a show ...

Program agreements between different public bodies regulating the supply of these services.

How to Organize Integration

Tools

The deaf child, if he holds a hearing aid until the first months or first year of life, as well as a specialized teacher, must also have a class in "magnetic field" that reduces the effects of noise on hearing aid products from noise external. Starting college is beginning to ask computer programs "simultaneous subtitling," meaning that translate words in a line of furniture the words that are spoken by teachers.

Children with intellectual disabilities, in addition to specialized teachers, are entitled to specific teaching materials eg. to learn how to count or speak or otherwise communicate with non-verbal means.

The training material is provided in large part by the municipalities (cities of residence of the pupil) and partly by the school administration (computer speech for the blind, with large keys keyboard for spastic ...) Also Bodies local provide, for example, the books transcribed into braille for the blind.

The law also provides that the transport from home to school is provided free of charge.

THE STAGES FOR THE LAWS ABOUT INCLUSION IN ITALY

Presidential Decree 275/99: states that educational institutions are equipped with educational autonomy, organizational and research.

All 'Art. 4 - (Autonomy teaching) reads: "The schools, respecting the freedom of education, freedom of educational choice of families and fi-ality overall system, in accordance with Article 8 materialize the national objectives in training to functional-the realization of the right to learn and the educational development of all pupils, recognize and enhance the diversity, promote the potential of each one taking all initiatives useful to achieve educational success.In the exercise of freedom in teaching educational institutions regulating the times of teaching and the performance of the individual disciplines fifth business in the most suitable type of study and learning rhythms of the pupils. To this end, schools can take all forms of flexibility they deem appropriate, and among other things:

- modular articulation of annual hours of each discipline and activities;the definition of teaching units do not coincide with the number of lessons and use, as part of the compulsory curriculum in Article 8, the hours available residues;- the activation of individual educational paths, in accordance with the general principle of the integration of the students in the class and in the group, also in relation to pupils with disabilities as required by law 5 February 1992 n. 104;- the articulation of modular groups of pupils of the same or different classes or several years of study;- aggregation of disciplines in areas and disciplines. ...

In the exercise of autonomy in teaching educational institutions nevertheless ensure the implementation of initiatives at gathering pear and support, continuity and educational and vocational guidance, in coordination with the initiatives possibly as-sunte by local authorities in the field of integrated interventions pursuant 'Article 139, paragraph 2, letter. b) the legislative decree 31 March 1998, n. 112. .Art. 5 (organizational autonomy) reads: The schools shall, also with regard to the employment of teachers, every organization which is expression of freedom in planning and consistent with the general and specific objectives of every kind and branch of study, taking care of the promotion and support of innovative processes and the improvement of the educational offer.

NOTE MINISTERIAL - MINISTRY OF EDUCATION AND RESEARCH November 30 2001- "ASSISTANCE TO PUPILS IN BASIC SITUATION OF HANDICAP" - PROT. No. 3390

This note, a priority objective of ensuring the right to education of people with disabilities, will provide the most complete picture possible of the legislation and some operational guidelines, in order to give guarantees to the pupils and their families, for sure the school staff and school leaders, and at the same time, finalizing training initiatives planned for school employees.

As you know, the basic assistance to students with disabilities is a fundamental part of the process of inclusive education and its concrete implementation will help achieve the constitutionally guaranteed right to study. Basic care, the responsibility of the school, should be understood as the first segment of the more articulate assistance autonomy and personal communication systems provided article 13, paragraph 3, of the law 104/92.

In the current system the basic assistance activities managed by the schools is interconnected with the educational and teaching: these three types of actions should contribute together to the integration of the disabled person in a single project that involves all stakeholders (school administrators, teachers, school employees, parents, rehabilitation technicians etc.) in a single design training that the rule defines as Individualized Education Plan. The PEI, in turn, is part of the more general planning of autonomous schools that, pursuant to Presidential Decree 275/99, are required to prepare the Plan of Studies (POF), which contains the criteria and the organizational arrangements of the entire training service that each institution intends to implement, including in relation to the various and diverse needs of students and families. In this context "... The school autonomy is embodied in the design and implementation of measures tailored to the specifics of the students ..."

Law 53/03: (Moratti Reform School) indicates the school the need for individualized teaching and personalized "... The school is called to provide training more responsive to the personal inclinations of the students, with a view to enhancing the unique aspects of personalities of each one ... "

Law 170/2010. New rules of specific learning disorders in school

DM 12/07/11: Guidelines for the right to education of pupils and students with ASD

The vast scope of this rule is that it is entitled to the flexibility 'of teaching to ensure equal chances of learning to boys with ASD, through:

TOOLS COMPENSATORYMEASURES dispensatory

Presidential Decree 122/09. Regulation Assessment (Art.10)We confirm the existing rules with regard to the assessment of students with disabilities, with specific learning difficulties or in special circumstances (hospital school), according to which:

- assessment for students with disabilities in particular refers to activities carried out on the basis of functional and dynamic profile of the IEP provided for in Article 12, paragraph 5, of the law 5 February 1992 n. 104 ("Framework Law for the assistance, social integration and rights of disabled people").As concerning the examinations for pupils with specific learning difficulties, it considers it its duty to draw attention to objective obstacles posed by disabilities (cfr. Presidential Decree 122/2009 cit., Art. 10, the ministerial note prot . 4099 / A / 4 5 October 2004, the ministerial note prot. 4674 of 10 May 2007 and the CM n. 32 of 14 March 2008).You then provide the schools of the first cycle of education signs to the final stages of the school year ... "... The assessment for students with disabilities refers in particular to the work carried out on the basis of the functional dynamic profile and the individualized educational plan provided Article 12, paragraph 5, of the law 5 February 1992 n. 104 ("Framework Law for the assistance, social integration and rights of disabled people").

"... With regard to the proceeding of examinations for pupils with specific learning difficulties, we considers important to draw attention to objective obstacles due by disabilities (cfr. Presidential Decree 122/2009 cit., Art. 10, note Ministerial prot. 4099 / A / 4 5 October 2004, the ministerial note prot. 4674 of 10 May 2007 and the CM n. 32 of 14 March 2008). differentiated count as ordinary ones for the purpose of passing the exam and the graduation license.The tests of the first-cycle are also supported with the use of technical equipment and teaching aids, as well as any other form of technical support they need.

Directive Special Educational Needs 27/12/2012

Starting from the premise that an increasing number of students, or continuously for a specified period and for a number of reasons (physical, biological, physiological, psychological, social) has learning difficulties, development of skills and competencies and behavioral disorders, that can lead to dropouts, repeating the year and award-repeat years, with a major impact on the phenomenon of early school leaving., the Directive proposes some innovative aspects:

the concept of Special Educational Needs (BES), which is based on a global view of the person with reference to the model of the ICF International Classification of Functioning, Disability and Health (International Classification of Functioning, disability and health) based on the profile and operating on 'analysis of the context, as defined by the World Health Organization (WHO, 2002).

part of the wider definition of BES three major subcategories: that of disability; that of specific developmental disorders and that of socio-economic disadvantage, language, culture.

compared with the Law 104/1992 ° to Law 170/2010 and subsequent amendments, for pupils with disabilities and with DSA, and Law 53 / 2003.sul theme of customization, expands the area of the DSA to different problems, such example, the deficit of language, non-verbal skills, motor coordination, attention and hyperactivity, as well as the intellectual functioning at the limit, and introduces the theme of socio-economic disadvantage, language, culture.finally moves the focus from certification procedures to analyze the needs of each student and permanently extends to all students in need the right - and therefore a duty for all teachers - the personalization of learning, including through the right to take advantage of dispensatory measures and compensatory measures, with a view to taking charge overall and inclusive of all pupils.The attention to DSA as the attention and to the BES does not have the aim to favor improper facilities but to remove what hinders learning paths, and this does not generate a leveling of learning but a modulation of the same on the potential of each, in ' optics of a school fairer and more inclusive.

The normative steps of Inclusion In Italy

ICD-10 It establishes the

diagnostic criteria of both physical and mental

disorders

Before

ICIDH: complementary tool

ICF: new complementary tool

Exceeds the vision health in favor of a

systemic view of human existence

Responsabilizza

It makes also the community responsible

about the quality of people's lives

From’ICIDH To’ICF

After

Classification of the consequences of diseaseimpairments or impairments

This term indicates any loss or abnormality of structure or function to load the anatomical, physiological, psychological.

The impairment is characterized by loss or abnormality transient or permanent, existence or occurrence of anomalies, defects, losses for arts, organs, tissue or other body structures, including the system of mental functions.

It is the externalization of a pathological condition and in principle reflects disturbances at the level of organ.

From’ICIDH to’ICF

ICIDH

Classification of the consequences of diseaseimpairments or impairments

Diagnostic procedure:The evaluation takes place in a controlled environment (laboratory equipped

with specific tools for measuring the deficit).The evaluation criteria are fixed and stable (repeatability of diagnosis)reflections:- Appear frequent impairments in society.- The prosthesis cancels the ability of disabling impairment- Impairment typically does not raise social problems (acceptability ...)

From’ICIDH to’ICF

ICIDH

Classification of the consequences of diseaseDisabilities

The disability is characterized by displacements, by excess or defect, in the realization of tasks and in the expression of behaviors with respect to what would normally be expected.It comes to transient or permanent disability, reversible or irreversible, progressive or reversive.Disabilities may arise as a direct consequence of an impairment or as a reaction of a subject, especially from the psychological point of view, to a physical and sensory.Disability refers to the loss of functional capacity extrinsic (through arts and behaviors) that for consensus are essential aspects of everyday life.So we talk about disability if:- There is an impairment- The provision of the individual, because of her handicap, is lower than the normal performance of the group.That definition is a clear problem: it becomes necessary to calculate the normal performance of the group, also if I change the reference group changed the assessment of disabilityDiagnostic procedure:The best estimate would be that ecological require direct observation of the person in his natural life context.However, it generally takes place in a laboratory environment (artificial environment that simulates the possible usual situation of the subject) or even takes place by "heard".Classification of disability:1) Disability Behavioral, 2) Disability in communication, 3) Disability in personal care, 4) Motor disabilities, 5) Disability positioned in body, 6) Disability dexterity, 7) Disability Contextual 8) Disability in particular aptitudes 9) Other disabilitiesReflection: The diversity of skills (disability) is characterized in different ways for different tasks.

Classification of the consequences of disease

Handicap

The handicap is a disadvantage experienced by an individual as a result of an impairment or a disability that limits or prevents the ability to fill the role normally just one person (based on age, sex, cultural and social factors.The handicap is characterized by the discrepancy between the efficiency or the state of the subject and the expectations of efficiency and a status of the subject itself, that from the particular group to which it belongs.The disadvantage is manifested in an integrated and competitive, when there is an evaluation for the rankings.The disadvantage concerns a person who wants to realize and performance expectations in a competitive environment.reflection:IF THERE 'VERA'S INTEGRATION' HANDICAP as is required of a disability to operate in a normal (integrated and competitive) without support necessary to reduce its impairments.

LIMITS OF 'ICIDH

Categories related to impairment, disability and handicap seem poorly defined.It highlights the difficulties in associating people with disabilities in a given category, sometimes

because there is no category that includes them, sometimes for the opportunity to be included in multiple categories.

The categories are often inadequate when the interest is to describe the disabilities of the elderly, children or people with psychiatric disorders.

The proposed assessment criteria appear, especially those who work with tasksa / rehabilitation of severely disabled people, too coarse and not sensitive to the small progress

we struggled with these people manage to get.

The proposed classification system is, according to some, related to negative social influences.

The description of a person in negative terms ("can not do this, no skill ...") creates additional obstacles to integration.

Nell 'ICHID there is the total absence of an analysis of contextual variables.

ICF (International Classification of Functioning, Disability and Health)

In May 2001, was approved by the 54th World Health Assembly the use of the revised version of the International Classification of Functioning, Disability and Health or ICF.

The ICF allows a classification of "components of health", ie the fundamental factors and incorporation of health and wellness and disability.

It finally starts to analyze people's lives, the ways in which they are to live with their disease and face trying to improve their condition.

Disability is no longer seen as a problem of a few, but are suggested ways to assess the social and physical functioning of the person.

No longer limited to logging problems, but it is thought to possible interventions (the use of the proposed classification in the ICF can facilitate the planning of measures to / rehabilitation).

In ICF are considered two perspectives (for the first time placed on the same plane): that of the organic functioning and anatomical structures (body); one of the activities and levels of participation (social)

The ICF is not a classification of "consequences of disease" (impairments, disabilities and handicaps), but the review of the "components of health

Objectives of ICF

1- provide a scientific basis for understanding and studying health

2- indicate a common language for the components of health

3- permit, worldwide, a comparison of data

4- provide bodies of role for a comprehensive system of classification

Given the objectives, ICF can be used to:

or gather statistics

or test results (by estimating the quality of people's lives and the impact of environmental factors)

or design needs, treatments, planning guidance activities and professional integrationor identify priorities on which a social and health policy should focus

or designing training activities

STRUCTURE OF 'ICF - FULL VERSION

ICF is structured in 2 parts:

the first part is dedicated to the establishment of the operation and suggesting a list of disabilities and classification of functions and body structures, the daily activities that people generally have to play and levels of participation.

The second part lists the contextual factors that may have a significant impact on people's lives. They are considered to be the components of the physical and social environments of life, both personal factors (race, age, lifestyle, habits, social background, work ...)

ICF

ICF innovations compared all'ICIDH

elimination from the vocabulary of professional terms "handicap". taking a more positive attitude ("what the person is skilled at doing,

participation ...") new ecological vision - human behavior (besides the medical approach) (It prefers a descriptive language to a valuation) in the writing were involved representatives of people with disabilities emphasis has to be given to participation levels as indicators of the

importance of the integration and quality of life classification of situations and not of people

ICF

"... Relying on the operating profile and analysis of the context, the ICF model allows to identify the Special Educational Needs (BES) pupil regardless of exclusing caracterizations....”

27.12.2012 Directive is based on a new concept: that of inclusion:"..." ... It should be enhanced the culture of inclusion, and this also means a deepening of its teachers' skills curriculum, aimed at closer interaction between all components of the educational community ... "

Integration vs. inclusion

integration

The idea of integration is based on adaptation of disabled to school organization that is fundamentally structured as a function of pupils 'normal'

In this sense, the objective is to provide a process based primarily on strategies that lead the disabled student to be as similar as possible to the other.

The success of the process is measured as the degree of "normalization" reached by the pupil.

Integration vs. inclusionINCLUSION

The idea of inclusion is rather a philosophy of acceptance.

It shall be based on the ability to provide an appropriate framework (in this case a teaching and school organization)

In this area the students, regardless of ability, gender, language, ethnic or cultural origin, can enjoy equal opportunities and feel valued.

C.M. n.8 del 06/03/13

At the end of a global care and inclusive of all pupils, preferred instrument is the path individualized and personalized, drawn up in a Personalized Learning Plan (PDP), which is intended to define, monitor and document - the second processing collegial , co-owned and - the most appropriate intervention strategies and criteria for evaluation of learning.

The document states that, in this new and broader perspective, the Personalized Learning Plan can no longer be understood as a mere clarification of compensatory measures and dispensativi for children with learning difficulties but is the means in which you can, for example, include instructional designs areas of education tailored to the minimum levels expected for skills in output (of which many pupils with BES, devoid of any certified diagnostics, need), policy instruments useful to a greater extent than compensation or dispensations, in exquisitely didactic-instrumental.

Taking charge of BES is to be the center of attention and the joint efforts of the school and the family.It is necessary for the activation of a individualized and customized for a pupil with Special

Educational Needs to be resolved in the class council - or, in primary schools, by all members of the team teachers - giving rise to the PDP, signed by the Headmaster ( or by a teacher specifically delegated by them), teachers and family.

Guidelines (01.24.13) for the preparation of regional protocols for early detection of

suspected cases DSA

MODEL SCHOOL INTEGRATION GENERALISED: PRINCIPLES CHARACTERISTIC

Compared to the concept of learning:

Learning through direct stimulation of the class

Stresses relational and context

Importance of the educational value of the observation skills of fellow

Stimulation through different ways of communicatingparticipation

Understanding of the different styles of development and learning time in relation to the personal diversity of each of us

MODEL SCHOOL INTEGRATION GENERALISED: PRINCIPLES CHARACTERISTIC

Model to the collaboration with the Health and Human Services:

The intervention of the ASL (DPR 24 February 1994) is intended to support a better understanding of people with disabilities in terms of functional and to allow you to observe the behavior in educational settings by analyzing the different areas of development, to be able to proceed with the drafting a Personalized education Plan in keeping with the educational project of the class (who must provide training and education for all pupils, including those with difficulty).

MODEL SCHOOL INTEGRATION GENERALISED: PRINCIPLES CHARACTERISTIC

Models of students and schools performance evaluation:

Experts are studying the criteria to make the presence of a pupil with difficulties an added value, choosing parameters not standardized and closely investigating not only about the individual results, but also about new models of educational innovation and the more opportunities provided in classrooms thanks to the presence of students with disabilities.

About the teacher training:

The special education teacher is a qualified teacher, through specialized courses organized by the University for a limited number, which is assigned, in full co-ownership with the other teachers, the class in which it is the person with a disability to implement "forms of integration in favor of students with disabilities "and" implement individualized interventions in relation to the needs of individual pupils. "The support teacher has a crucial role in the integration process as much as he can leave marginal roles to become a competent resource and proper mediator.Integrated in the organization of the school, the Special need teacher is not limited to the exclusive relationship with the student with special needs, but works with the class, so as to act as mediator between the disable pupil and class-mates, including the disabled student and teachers, including the disabled student and the school.The support teacher works with classroom teachers in the planning and identification of strategies for the realization of an integral process of teaching involving the whole class and to take, in relation to its specific teaching skills, some responsibility for training the different pupils. The support teacher works with other teachers in 'adapt the curriculum thinking of all students, developing teaching methods and proposing the use of materials that allow Ides overcome any difficulties and, dealing, in doing so, the difficulty of the subjects Disabled as problem areas of the curriculum itself rather than special needs of a single subject. Also in collaboration with other teachers participating in the program of "everyday teaching," it contributes to the choice of teaching strategies used with the whole class and collaborate in the preparation of materials and teaching aids facilitating the learning of other students, to participate actively ' provision of teaching against the entire class.

Adapting individualized objectives and materials.

It shifts the focus from teaching to learning. This makes it possible to grasp the plurality of the subjects rather than the uniqueness-teacher since learning is of each of the subjects they learn and each has its own style of learning.Therefore it is easy to understand the need to build educational disciplinary able to deal with diversity and live it as a resource.

Teaching mediated by peers and cooperativeThe contribution of peers - who work as mediators - promotes

the realization of the potential of development and learning (easy connection with Vygotsky).

Not only is the relationship between equals allows cooperation that, provoking a conflict socio-cognitive (or intracognitivo), promotes cognitive development, but also promotes the relationship with older children or adults, as long as the child is put in a position to "feel the equal ", that is, to compare their ideas or thought patterns with those of the other.

The performance of a student tends to be better if he takes on the role of the teacher over another student.

Strong Points

Metacognitive didactic

It 'an educational approach that values the initiative and activity of the subject.

A metacognitive attitude and constructivist (since knowledge is "constructed" by the individual on the basis of the characteristics of their own minds and experiences) leads to relate to a student who is considered to be the protagonist of their own learning.

As for the relationship teaching - learning, the core idea is that an individual who knows how his mind is favored in learning.

The term refers to the metacognitive awareness of the individual on how to take place the processes of knowledge and the use of control processes that further knowledge.

Strong PointsThe metacognitive teaching and the student protagonist of their own learning

The student who knows how to learn well: He knows a large number of votes to learning strategies He understands when, where and why these strategies are important Choose the strategies to apply, check whether they are effective and have been applied correctly It is intrinsically motivated: the activity is as a cognitive challenge that invites the individual to

compete with itself to measure their skills or their commitment or because the activity is considered useful or interesting in itself.

Consider the mind as something that can be enhanced through the experience. not afraid of failure because it understands that failure is essential to achieve success Not anxious before the test, but see the trials as opportunities to learn Believes in the effort carefully organized, you know that you need commisurare energy nature of the

task and distribute reconciling commitment and programming.Respects and appreciates the diversity of human talent. This means: - be aware that there are different learning styles, each with its effectiveness - be in fair competition with themselves rather than with othersAnd 'supported in all of the above items from parents, school and society in general

The metacognitive education

It has proven its effectiveness by: the refinement of skills (attention, memory, study

method);

The metacognitive teaching and the student protagonist of Their Own learning skills more purely curricular, (reading and reading comprehension, math, writing)

The implications of psychoeducational help

The educational relationship is the prototype of the helping relationship as intentional act designed to promote the development of themselves and of others.

Caldin enucleates some features of the helping relationship: Who helps can not take advantage of the need to help, even to violate the

intimacy that the other may be ready to unveil, by virtue of its fragility Who helps is required to stay the proceedings on the other The report calls for help no one is defeated, namely that everyone has his share of

reason: even the person with disability Who is helped can (should) be measured also in the role of helper, because then

you avoid the danger of dependency The helping relationship is plural Helpers should try to glimpse another identity in change, beyond the stereotypes

and immobility: it is necessary to highlight the multiple identities of the other The helping relationship moves with dynamics of complementarity and must aim

to progressively reduce the asymmetry.

The atmosphere in the classroomOur compulsory school is characterized by a

minimum of competitive climate compared to that of other countries. If the competition is very high and are discriminating judgments (the votes) of teachers, the inclusion of students with disabilities is problematic, as is favored by an attitude of cooperation.

Relations between the school staff and the social and health (psychiatrists and psychologists) are often conflicting

The collaboration between teachers and parents requires agreements and / or complementary to varying degrees. The most basic concerns values. Everything is easier if the parents' values match those that are normally considered fundamental in the school, for example. the importance of and respect for teammates.

Too little time teachers spend in the talks with the families, poorly planned talks, uses space particularly inadequate.

The relationship that teachers establish with families is almost always "vertical", really not "equal".

Too many students per class (currently 25), with 2 disabled pupils per class (in the best case), number that can reach even to 4 if it is about pupils who do not have problems of behavior.

Inadequacy of various graduate schools to support teachers; since the formation is entrusted to the university, probably the situation will improve.

Little or no teacher training curriculum on issues of support or even, as many professors of middle school, the educational problems and general psychological.

Compared to other European countries have recently followed the students with learning disabilities or disadvantaged socio-cultural.

Compared with other countries is poor supervision, monitoring and support for teachers by pedagogical experts and / or psychological.