Annual Inclusion Plan, for an inclusive school: an example of PAI

There is no institute in our national territory that does not have as its priority the goal of combating early school leaving. Each of them, children, aims to pay maximum attention to the different forms of youth anxiety, find the appropriate interventions to deal with them, combining them with inclusive teaching and methodological methods, able to reduce the negative impact on the educational trajectory of the student. through the involvement of families, with whom the need to activate a pact of collaborative alliance and sharing of intentions is evident.

The law and the inclusive process

The legislative process has allowed the Italian school to move towards an integration process, in an inclusive perspective, characterized by important legislative steps. Having recognized the reference of the recent regulatory emanations (Law 170/2010, MIUR Directive of 27/12/2012, Circular MIUR no. 8 of 6/3/2013), of the Law 13 July 2015 n. 107, on the reform of the national education and training system, of Legislative Decree 13/04/2017 n ° 66, of the Decree of the Prime Minister of March 8, 2020, of the note prot. 388, of 17 March 2020, of Legislative Decree 182, of 29 December 2020, of Ministerial Note no. 40, of 13 January 2021, backed by the experiences accumulated in the field in recent years, the Institute has long initiated a training action in favor of a certain number of teachers to promote the school inclusion of students with disability.

The inclusive strategy

The inclusive strategy that should be implemented is also in line with Ministerial Circular no. 8 of March 6, 2013, which, in the matter of “Intervention tools for students with special educational needs and territorial organization for school inclusion”, provides very specific operational guidelines. SEN is a macro-category that includes all possible educational and learning difficulties for students. They enter, as stated in the PAI of the Institute of Higher Education “E. Fermi “by Bagnara Calabra (RC), directed, with great competence, by the Director Prof. Graziella Ramondino, students:

  • with special educational needs (BES, Law 170/2010)
  • with established disability (law 104/92).
  • with Specific Learning Disorders noted (DSA, Law 170/2010).
  • foreigners or disadvantaged students
  • with social disadvantage (separated parents, adoptive parents).

Forms of tutoring for all students

Having recognized the will of the legislator to extend the appropriate forms of protection also to students who do not fall into the cases provided for by Law 104/92 (framework law on disability) and by Law 170/2010 (on DSA), each Italian school, regardless of qualification, will activate all necessary measures in order to:

  • to ensure that all students with difficulty have the right to personalize their learning, referring to the principles set out in Law 53/2003;
  • make the right to learning of all students in difficult situations fully realized;
    extend the scope of intervention and responsibility of the entire educational community to the whole area of ​​SEN – social and cultural disadvantage, ASD, specific developmental disorders, difficulties arising from belonging to different cultures.

Adoption of assessment strategies consistent with inclusive practices

What evaluation strategies should be adopted in accordance with inclusive practice? Here are the proposals as in the PAI of the Institute of Higher Education “E. Fermi “by Bagnara Calabra (RC):

  • The assessment of a student in difficulty responsibly involves both the individual teacher and the class council as a whole. The objectives achieved by the student are verified and evaluated taking into account the skills acquired and the achievements obtained in itinere and at the end of the course.
  • Vertically and horizontally scheduled and shared assessment systems are adopted.
  • Organization of the different types of support present in the school

Flexibility

At the heart of the plan is a model of flexibility that should be seen as protagonists especially by support teachers. The teacher supports the class even before the student; therefore, their timetable must take into account the timetable of the “sensitive” disciplines but also of any time when group and laboratory work is fundamental in the didactic activity. In the case of the adoption of differentiated programming, all possible connections will be developed with the programming of the class in order to favor the inclusion of the student. Support activities are mainly done in the classroom, only in exceptional and exceptional cases can individual activities be planned. Project work is preferred.

Organization of the different types of support present outside the school, in relation to the different existing services

The school, as stated in the PAI of the Institute of Higher Education “E. Fermi ”of Bagnara Calabra (RC), proposes to carry out information management consultations with CTS and CTI after which the available resources will be used.

Families

The role of families in the community is to support and participate in decisions regarding the organization of educational activities. The correct and complete compilation of the PDPs and their sharing with the families are essential steps in the management of personalized paths and in the relationship with the families themselves. Families are involved in the essential steps of their children’s schooling, also as a direct assumption of educational co-responsibility. They are welcomed and listened to by the class coordinator and the BES referent, in order to fully share the interventions and strategies present in the drafting of the PDPs. The involvement of families during the planning and implementation of inclusive interventions aims to:

  • share the choices made;
  • focus group to identify needs and expectations
  • activation of a family / student listening table
  • the organization of scheduled meetings to monitor processes and identify improvement actions
  • the management of behaviors and the empowerment of the subjects involved -students, parents, teachers- with respect to the commitments assumed.

Development of a curriculum attentive to diversity and promotion of inclusive training courses

The GLI – as stated in the PAI of the Institute of Higher Education “E. Fermi ”of Bagnara Calabra (RC) – is actively committed to supporting, through the development of appropriate reception protocols and curricula, the different forms of diversity, disability and disadvantage, in order to ensure the academic success of all The students. The definition and implementation of educational and didactic strategies always take into account the uniqueness and complexity of the person, their articulated identity, their aspirations and fragility, but also the environmental, sociocultural context in which they live. Within the different classes with students with disabilities, strategies and methodologies are adopted that favor inclusion and group work, such as cooperative learning and tutoring, laboratory-type activities. Individualization of learning itineraries: In the individualized educational programming, itineraries will be promoted that promote personal, social and didactic autonomy, limiting to the maximum the dependence of the student of the teacher for support activities.

Improving existing resources

Based on the identified individual projects, the Board of Teachers and the Director distribute the resources acquired to respond to real individual needs, favoring the success of the person while respecting their individuality. Each intervention will be prepared with the aim of:

  • activation of the specific competencies of each teacher and of each professional present in the institute in the different fields.
  • empowerment of the “students” resource through cooperative learning for small groups and peer tutoring.
  • dissemination of the use of tools and multimedia supports.
  • Promote the use of software in relation to the didactic objectives to be achieved to encourage the interaction and participation of all students.

Laboratories are crucial

Since teaching in the laboratory is fundamental in inclusive teaching, the use of the laboratories present in the school will serve to create a personalized learning context capable of transforming, also enhancing situations of potential difficulty. Acquisition and distribution of additional resources that can be used for the implementation of inclusion projects. The GLI proposes at the beginning of the next few years to check all possible external and internal resources that can be acquired for the realization of projects of a predominantly inclusive nature.

The educational offer of the Institute for students with Special Educational Needs

To find out about the Institute’s educational offer for students with Special Educational Needs, families can benefit from an information and advice service for the DSA / BES and the Instrumental Orientation Functions. Based on the different educational needs highlighted, in the interviews with the parents and with the teachers of the home center, an attempt will be made to identify the most appropriate course for the student.

Outgoing orientation

From the “Life Project” identified in the PEI, the student and the family, as stated in the PAI of the Institute of Higher Education “E. Fermi” of Bagnara Calabra (RC), will be able to take advantage of various activities of These activities will be designed in collaboration with the competent instrumental figure (Guidelines and transversal competences) The support teacher, delegated by the class council, collaborates with the instrumental figure in charge of this activity, for identify the activities that the student with a disability can carry out, to facilitate their inclusion in the internship activity and participate as a tutor, if applicable.

Leave a Comment