Session Information
04 SES 14 C, The Italian Inclusion-Oriented School System: Tendencies and Perspectives
Symposium
Contribution
In 1971 the Italian Parliament ratified the full presence of pupils with disabilities in mainstream classes in every school grade. Now almost 40 years have passed: inclusive policies and teaching and learning practices have been developed. According to recent data, however, the quality of this presence is very variable and largely depends on school policies and practices. Our Symposium describes on one side some data about the Italian School System (the presence of students with disability and the adopted resources, teacher training) and on the other side the perception of the inclusive school experience from the teachers’ and students’ point of view.
All over Europe the discussion about the two options Special Education and Inclusive Schools is a living matter. The Symposium aims at enriching the European debate presenting the development of one of the most Inclusion-oriented School System in Europe and to highlight positive and critical tendencies.
First, we will present some quantitative data about students with disability, human and economic resources in the Italian School System collected by the Fondazione Giovanni Agnelli in collaboration with 12 Italian Regional School Offices and the MIUR – Servizio di Statistica settore Istruzione.
Then we will focus on the teachers’ role in the inclusive process. First, we will present a critical analyses of the new reform about teacher training (2010) from the point of view of the Italian Society for Special Education (SIPES). The focus on the teachers’ role will be completed through the presentation of the data concerning teachers’ beliefs about integration and inclusion and the connection between their attitude and their methodological choices collected by the “Research Group on Scholastic Integration and Inclusion” operated by the Faculty of Education of the Free University of Bolzano (LUB) that since 2007 has launched studies about the current situation of “integrazione scolastica” in Italian School System.
Finally, we will present the data that describe the students’ point of view on the actual situation, comparing the perception of students with disability with the classmates’ perception about their learning and social experience at school.
From a methodological point of view, we do not present a unitary work in this Symposium. You will get in touch with different ways of approaching the analysis of the actual Italian School System: many statistical analysis of data collected through questionnaires, but also a more into depth analysis of interviews and the critical analysis of the new low that defines the new Teacher Training Program . The different voices we tried to collect here work with different methods, sometimes different languages referring to different theoretical frameworks, but they all contribute from their point of view to picture the complexity of the present situation in Italy.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.