Session Information
04 SES 09 B, (Pre-)school and Family
Paper Session
Contribution
In 1971 the Italian Parliament passed a law providing for education for all students with disability to take place in mainstream classes. A process of development of inclusive teaching and learning practices started that year and is still ongoing today.
At the same time other European Countries have been discussing the two options – Special Education and Inclusive Schools – looking for effective models. Some countries, Portugal for example, are moving more and more towards an Inclusive School System; others, such as England, have a School System in which experiences in special schools and mainstream education co-exist.
Our study aims at enriching the European debate with empirical data that picture the development of the established practice of Integrazione Scolastica, the Italian Inclusion-oriented School System, and the effects on the life of persons with disability outside and after school. The main objectives are: 1) describing the school paths persons with disability go through in Italy; 2) finding out if and how different school paths are associated with some aspects of life outside and after school (social life, friends, working position).
Last year at the ECER Conference in Vienna we presented some aspects of the school paths of persons with disability in Italy -length of the school career and students’ presence in class together with their classmates (always, sometimes, never)- and some data about the association between these school paths and the perceived “normality” in social life outside and after school.
In this paper we will present more data about the association between different aspects of school paths and aspects from life outside and after school, specifically working position, family satisfaction and confidence in the future.
Furthermore, we will show a statistical analysis that describes the general effects of different school paths on life quality perceptions, comparing a theory-based understanding of good inclusion (f.e. individualized educational program; co-working with health professionals and families; positive relationship with classmates) with the real perception of persons with disability and their families. Concretely we will try to see if there are similarities or differences between the professionals’ and families’ expectations of good inclusion.
Method
Expected Outcomes
References
Canevaro A., d’Alonzo L., Ianes D. (2008), L’integrazione scolastica di alunni con disabilità, Bolzano: Bozen-Bolzano University Press Demo H., Zambotti F. (2009), Alcune relazioni tra percorsi di integrazione scolastica e percezione di di integrazione sociale in contesti normali, in: Integrazione Scolastica e Sociale, Trento, Erickson, 5/8, pp. 459-473 Ianes D., Demo H. (2008), L'integrazione scolastica dal 1977 al 2007: i primi risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie, in: Difficoltà di Apprendimento, Trento, Erickson, 14/2
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