The teaching activity, in the case of students with PEI, will be developed in accordance with the provisions of the Plan, in accordance with the instructions provided by the Management of August 4, 2009. The evaluation is strictly related with the individual itinerary. , does not refer to quality and / or quantitative standards (Law 104/92 art. 16, paragraph 2). The tests should not aim to know the starting situation of the graduate student, but should be appropriate to assess the student’s progress in relation to their potential and initial level of learning. The assessment of students with disabilities is carried out in accordance with the provisions of Presidential Decree 122/2009 art. 4 and 9 and on the basis of what is contained in the Guidelines for the school integration of students with disabilities of August 4, 2009 par. 2.4.
The evaluation of students with certified disabilities
The assessment of students with certified disabilities – is highlighted in the “Reception Protocol for students with special educational needs” developed and used at the authorized State Integral Institute “Vincenzo Randi” in Ravenna, headed by the director of the school prof. Mirco Banzola icon of the management capacity of an educational center – refers to the achievement of the objectives indicated in the Individualized Education Plan. In primary and high school, the cognitive goals of the different disciplines are evaluated in tenths. Through individualized and / or reduced and simplified specific tests, agreed with the class teacher, the achievement of the disciplinary objectives is measured at the level established for the student. The times and duration of the verification moments, the modalities and the levels of autonomy required of the student must be specified in the PEI. The goal not achieved leads teachers to redefine the strategies, means and objectives of individualized interventions, in collaboration with the other subjects involved (educator, health team, family).
The initial evaluation
In the case of students with disabilities, the school must take into account in the first instance the clinical assessments prepared by specialists that give indications of what context the child needs, what resources and strategies can help his growth. It is in the Functional Diagnosis (DF) where the specialists, in fact, emphasize the potentialities and the cognitive and socialization needs of the student, indicating which elements of communication and exchange the school can promote and support with its own humans, This assessment, as reported in the “Protocol for the Reception of Students with Special Educational Needs” drawn up and used at the authorized Integral State Institute “Vincenzo Randi” in Ravenna- will be subsequently used by the teachers who draw useful conclusions to develop an educational and educational project. At the beginning of the course, teachers must make a first assessment of the school context to know the school situation in which the student is or is inserted.
What elements need to be considered
It is necessary to encourage the acceptance of the student and provide him with the resources and tools to operate the learning – as reported in the “Protocol for the reception of students with Special Educational Needs” developed and used in the authorized Institute Integral State “Vincenzo Randi”. “of Ravenna – taking into account the following elements:
- Class context, to know the class group in which the student is inserted, focusing on the relational dynamics between classmates.
- Organization of the teaching time, to know the time of stay of the student in the school and to structure it of the most suitable way. The presence of the support teacher allows to organize projects, activities, workshops in which the individual student can be inserted.
- Spaces and materials, to prepare work environments corresponding to the needs of the child.
- Human resources, such as the work done by all teachers, help to create appropriate situations for socialization and learning by promoting inclusion projects for all students.
- The meeting with the family, as a useful resource for the acquisition of specific data of the student, determining for the structuring of the didactic-educational way.
This first assessment helps to define the training and educational needs of the student with a view to growth, personal development and social integration.
Permanent and final evaluation
The initial assessment, integrated with the information acquired by the specialists, as specified in the “Protocol for the reception of students with Special Educational Needs” prepared and used at the authorized State Integral Institute “Vincenzo Randi” in Ravenna, guides and defines Individualized Educational Training. Plan. The elaboration of the PEI (Individualized Educational Plan), which provides for the involvement of all educators (class teachers, support teachers, assistants, educators) and the sharing by the social health team and the family, must be calibrate the needs and special needs of individual students in order to guarantee their right to study and their personal growth based on specific potentialities.
PEI tool to explain, motivate and define evaluation methods
The PEI is the priority tool to explain, motivate and define the evaluation methods, in relation to the educational route designed for the student and with the personalized / individualized objectives. The evaluation of the learnings can do by means of specific proofs elaborated by the professor in function of what has done with the student and of what foresees the PEI. Systematic observation becomes a fundamental aspect for obtaining data relating to the attitudes, behaviors and achievements of the student. The evaluation does not tend to check the cognitive level of the student but the capacity of participation, his interest by the subjects, the understanding of the task, the attentional processes, the executive abilities, the adaptation to the norms. Evaluation is understood and considered a constituent part of the programming.
All teachers in the class – as reported in the “Protocol for the reception of students with special educational needs” developed and used at the authorized State Integral Institute “Vincenzo Randi” in Ravenna – are required to collect comments, the results obtained and the answers given by the student. from the stimuli provided and then share them both among the teachers themselves and with the specialized team and with the family. The assessment should be aimed at highlighting the student’s progress, the improvements matured during the school period and should be carried out in relation to the levels of potential and initial learning. In this sense, the evaluation allows teachers to check the teaching intervention carried out with the student in order to review the path followed, identify limits and resources, and jointly agree on effective strategies and behaviors to be adopted to meet the needs of students. and specific problems. For the assessment of students entitled Law 104/92, reference is made to Legislative Decree no. 62 of 13 April 2017 in Article 11.
The evaluation of students with disabilities certified in the first cycle
The assessment of students with certified disabilities who are in the first cycle of education refers to the conduct, disciplines and activities carried out on the basis of the documents provided for in article 12, section 5, of Law no. 104 that is, the Individualized Education Plan (IEP).
In the assessment of students with disabilities, teachers pursue the objective referred to in Article 314, section 2, of Legislative Decree no. 297 which is the development of the potential of the person with a disability in learning, communication, relationships and socialization.
Admission to the next class
Admission to the next class and the final state examination of the first cycle of education – as reported in the “Reception Protocol for students with special educational needs” prepared and used in the authorized State Integral Institute ” Vincenzo Randi “of Ravenna – requires place in accordance with the provisions of this decree (articles 3 and 6 respectively for primary and baccalaureate), taking as a reference the Individualized Education Plan.
Students with disabilities participate in the standardized tests and the class council or co-owners of the class may provide for appropriate compensatory or dispensing measures for conducting the tests and, if they are not sufficient, prepare specific adaptations of the test or exemption. . of the test. Students with disabilities take the tests at the end of the first cycle of teaching with the use of technical equipment and teaching aids, as well as any other form of technical assistance they need, used during the school year for the application of the Individualized Education Plan. (Section 5, Article 11).
The state undergraduate exam
In order to carry out the final state exam of the first cycle of education, the subcommittee, based on the Individualized Educational Plan, relating to the activities carried out, the evaluations carried out and the aid provided for autonomy and the communication, elaborates, where appropriate, using the economic resources available to current legislation, appropriate differentiated tests to assess the student’s progress in relation to their potential and initial levels of learning. The differentiated tests have equivalent value for the purpose of passing the exam and obtaining the final diploma (section 6, article 11). The final result of the examination is determined in accordance with the criteria set out in Article 8 governing the conduct and outcome of the state examination (Section 7, Article 11).
The training credit certificate
Article 11, paragraph 8, states that students with disabilities who do not take the exams receive a training credit certificate. This certificate – as reported in the “Protocol for the reception of students with Special Educational Needs” prepared and used at the authorized State Integral Institute “Vincenzo Randi” in Ravenna – is, in any case, a title for enrollment and attendance at the institute of upper secondary or vocational training courses, with the sole purpose of recognizing complementary training credits that are also valid for integrated training cycles. In art. 9 paragraph 3 letter e) the certification of the competencies of the student with a disability is expected to be consistent with their Individualized Education Plan. Pending the issuance of national competency certification models, individual class councils may take steps to define, in relation to the student with a disability, the levels of proficiency that will be considered as achievable goals.
The evaluation documents
Attached to the article are the evaluation documents very carefully structured by the Integral State Institute of Nicotera (VV) “A. Pagano ”, also directed with great attention and competence by the director of the school, Prof. Giuseppe Sangeniti.