1 / 17

HISTORY,STRUCTURE AND CONTENTS INCLUSIVE EDUCATION IN ITALY-PALERMO

HISTORY,STRUCTURE AND CONTENTS INCLUSIVE EDUCATION IN ITALY-PALERMO. 9-11-2015. A CURA DI C. MAURIZIO GENTILE Psicologo, Ufficio Scolastico Regionale per la Sicilia. Coordinatore Gruppo H.

delahoussaye
Download Presentation

HISTORY,STRUCTURE AND CONTENTS INCLUSIVE EDUCATION IN ITALY-PALERMO

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HISTORY,STRUCTURE AND CONTENTS INCLUSIVE EDUCATION IN ITALY-PALERMO 9-11-2015 A CURA DI C. MAURIZIO GENTILE Psicologo, Ufficio Scolastico Regionale per la Sicilia. Coordinatore Gruppo H

  2. “INCLUSION/INTEGRATION” : THE NEED FOR A NEW LOOK IN THE 3° MILLENNIUM Being able to look phenomena with a different attitude, with paradigms and explicative patterns which are different from those in the past …. HAVE “NEW EYES” DEBATE ABOUT INTEGRATION “QUALITY” IS STILL OPEN AND IT IS NECESSARY EQUIP OURSELVES WITH ADEQUATE EPISTEMOLOGIES TO UNDERSTAND A PHENOMENON OF GREAT COMPLEXITY

  3. In the newapproachof W.H.O. the wordhandicap, consideringhispejorativeconnotation in the differentlanguages (includingitalian), hasbeensubstitutedwith the “genericterm”disability (it includes deficit, disability, handicap)

  4. THE PATH DELINEATED IN ITALY UNDER 104/’92 LAW WHAT WHO PLAN AGREEMENT HEALTH SERVICE/SCHOOL/ LOCAL AUTHORITY TARGETING OF DISABILITY SUBJECT LOCAL HEALTH AUTHORITY (ASL) FUNCTIONAL DIAGNOSIS MULTIDISCIPLINARY UNIT A.S.L. DYNAMIC FUNCTIONAL PROFILE “MIXED” WORK GROUP PERSONALIZED EDUCATIONAL PLAN “MIXED” WORK GROUP PERSONALIZED EDUCATIONAL-TEACHING PLAN TEACHERS’ TEAM INDIVIDUAL TEACHER

  5. Pupilsaffectedbydisability put in state schools SicilyRegion Data year 2015/2016

  6. From the targeting of a Person affected by disability to the preparation of “supports”

  7. Is a person affected by disability under the article 3 paragraph 1° L. 104/92? stop No Yes Is he/she in a serious situation under the art. 3 paragraph 3° L. 104/92? stop No Yes Has the documentation been presented according to the rules in force? stop No Yes

  8. 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

  9. Think about a condition of “complexity” that goes beyond a single person and that involves the Person life context Historico-cultural material relational So disability is a multidimensional phenomenon that ensues from the interaction between the person and his social and physical environment (hindering/facilitating)

  10. Disability situation Context and Targeting of obstacles that make Identity achievement difficult Subject and Targeting of functioning methods Of body functions and structures Aid Relations necessary to each person

  11. INCLUSION/INTEGRATION IT IS A SOCIALIZATION LEVEL THAT HAPPENS WHEN EVERYBODY, WORKING TOGETHER, HELPS EACH OTHER TO IMPROVE HIS OWN RELATIONAL AND COMMUNICATIVE SKILL INVOLVEMENT OF “EVERYBODY” INTEGRATION CONDITIONS SYNERGETIC OPERATIVENESS GROWTH OF “EVERYBODY” (on a relational, communicative, ability level)

  12. ALL THIS IMPLIES A “WIDENED IDEA” OF INCLUSION (that it’s possible to achieve at various levels) Arrangements of services in an adequate context PHYSICAL INTEGRATION Socio-interpersonal relationships really lived Possibility of real access to services FUNCTIONAL INTEGRATION SOCIAL INTEGRATION Inclusion Integration “lived” as quality of life PERSONAL INTEGRATION SOCIETAL INTEGRATION Exercise of autonomy and make decisions about one’s life Personal interaction with significant people (parents, brothers,…) ORGANIZATIONAL INTEGRATION Utilization of services addressed to the population in general

  13. GROUP TUTORING IDENTITY ACHIEVEMENT SUPPORT TEACHERS TO “SUPPORTS” From LEARNING MATERIALS ALTERNATIVE USE AND SPACE ARRANGEMENT

  14. Since the life of people affected by disability is linked to various Institutions that interact among them, it is necessary to have An Interinstitutional network that is operational before the Person arrives and it is able to make clearWHO-DOES-WHAT-WHERE AND WHEN A PERMANENT NETWORK able to give a GUARANTEE of shared Responsibility and SECURITY of survival in INTEGRITY.

  15. DISABILITY SITUATION LIFE LONG LEARNING (longitudinal integration ) SCHOOL HEALTH SERVICE AND SOCIAL WORK NETWORK INTEGRATION OF EDUCATIONAL AGENCIES SYNCHRONICAL AXIS SOCIAL ORGANIZATION FAMILY DIACHRONICAL AXIS IN THE INTERINSTITUTIONAL NETWORK

  16. 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 )

More Related