Considerations on inclusion in the Italian school: questionnaire templates for teachers and parents. Childhood, Primary and Media

In the Italian school we can say, calmly and with the certainty that he will not be wrong, that as a whole it is a profound and only inclusive reality. Social and territorial reality of which all forms of support are coordinated with each other with great care and responsibility. This is clear from the data on the numerous improvement plans that can be consulted in the different institutional places of the schools.

Do some thinking

However, some facts lead us to some reflections:

  • The feeling of being a “community” diminishes at different school levels;
  • Students’ motivation for school participation decreases to a minimum peak in the final grades (for example, at the end of the first and at the end of the second cycle);
  • The expectations parents put on school are partly neglected at the end of the school process;
  • Many teachers do not attribute to training an important role in the attention to student diversity.

Strengthen the inclusive identity of the School

The inclusive identity of the School should be strengthened because, as Bruner states, “Learning is like a hanger: if you can’t find the hook to hang your coat, you fall to the ground.” This hanger is the tool you need. But in order to function, it is necessary to address, in synergy with local authorities and families, in a cross-cutting and multidisciplinary way, some issues such as:

  • Environmental education to reinforce the feeling of belonging to the territory and the community;
  • Health education and affection understood as “feeling good at school”, to prevent all forms of discrimination, including gender and respect for the “different”;
  • Education for citizenship, peace and civil coexistence to prevent forms of isolation and bullying;
  • Education in the correct use of new technologies.

Morin: “In the uncertainty of life, teachers have a mission to face”

Edgar Morin says that “in the uncertainty of life, teachers have a mission to face: to help students learn to live. Knowledge as an end in itself is, in fact, useless, but it must be used to live ”.

Initiate, self-assessment, plan priorities and strategies, make priorities, review the process

The phases of the self-assessment and improvement process, proposed by the Free University of Bolzano, include the following 5 phases:

Step 1: Get started

Deciding to get started Important to share:

  • idea of ​​inclusion
  • practical guidance on the formal transition to the Teaching Council is essential.

Phase 2: self-assessment

The indicators in the Index become the content of a self-assessment tool that collects data on the perception of inclusion of members of the school community.

Phase 3: design of priorities and strategies

The most important thing is not to be afraid to make decisions and therefore to limit the relevant issues that arise in the self-assessment.

Selection criteria:

  • strength of the subject
  • dissemination of the issue
  • relevance of the issue in context.

Step 4: Set priorities

Maintain attention to priorities and motivation for the implementation of strategies;

  • Clear and detailed planning;
  • Inform the people involved;
  • Continuous evaluation.

Step 5: Review the process

Documentation analysis using:

  • Self-assessment questionnaires;
  • Individual interviews with teachers and group interviews with teachers at the Institute;
  • Interviews with student classes.

Questionnaires, analysis of results and review of the RAV

The questionnaires – as indicated in the “Summary of the results of the questionnaires of self-assessment of the level of school inclusion perceived in the Institute” of the Integral Institute Usini-Uri, directed by the titular professor prof. Luciano Sanna – they are anonymous, the information they provide is used with the utmost respect for privacy and is analyzed only in aggregate, therefore as statistics. The answers are completely confidential and are covered by statistical secrecy, in accordance with Legislative Decree no. 196/2003 “Code for the protection of personal data”. The questionnaires were administered, in digital format, to all components of the School: Students, Teachers, Parents and ATA Staff. The information that is determined from the analysis of the results will be decisive elements to take into account in the revision of the Self-Assessment Report for a proposal for revision and improvement.

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