32 SES 13 A, Organizational Education Perspectives on Schools Dealing with Inclusion and Diversity Policies
In the last ten years the Ticinians educational system made several changes (e.g. CDPE, 2007 and DECS, 2015), making teachers and stakeholders reflects upon educational practices. In the Swiss context Ticino is seen, since 1970ies, as an interesting example of inclusion. The Swiss education system provides that the decision-making responsibility is entrusted to different actors according to the school level. The Switzerland doesn't have a central authority that decides on the education, but the 26 cantonal education's ministers form a group that looks for agreed solutions. Since 2012 three school classes (one of preprimary school, one of primary school and one of secondary school) has taken part in a project of inclusion of students with special needs. The aim of the project was to test the feasibility of inclusion in the Ticino's compulsory schools and it start from the evolution of Swiss laws. In Swiss is previewed the existence of class for child with special needs; most of them are physically separated from the ordinary school classes. School inclusion is not an absolute novelty; suffice it to say that back in 1969 some parts of Canada ensured the right to education for all (AuCoin & Vienneau, 2015). To make the project work, several different structures had to work together: special education services, municipal school office, secondary school office, municipality, schools and other services that work with child with special needs. The inclusive classes are characterized for the presence of students with special needs that take part at all, or at least most of them, the activity of an ordinary class. In the same class during all the school time is previewed the presence of a teacher of special school. The main learning points of the project lay in some organizational lessons that will the object of our paper: attention that has be given in the starting phases of the experience (for instance different needs from different professional cultures that must be taken in account); in a teaching group all the teachers need to be included and so for the authorities and parents; the social world inside and outside the school must be taken in account. To collect information a qualitative-quantitative design has been used. All the people involved have been contacted (teachers, organizational stakeholders, parents and students). Most of them have been interviewed, but in some cases, we preferred to use questionnaire.
AuCoin, A. e Vienneau, R. (2015). L’inclusion scolaire et la dénormalisation. Propostion d’un nouveau paradigme. In Rousseau, N. (Ed.). La pédagogie de l’inclusion scolaire (pp. 65-87). Québec: Le Delta. CDPE (2007). Accordo intercantonale sulla collaborazione nel settore della pedagogia speciale del 25 ottobre 2007. Disponibile in: https://edudoc.ch/static/web/arbeiten/sonderpaed/konkordat_i.pdf. DECS (2015). Piano di studio della scuola dell’obbligo ticinese. DECS: Bellinzona.
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