The Law 104 about integration of sen students in Italy presented during the italian meeting as part of the project "STAFF SENSE" LEO04 2011

1. 12 December 2011Gaetano Pirrello - Di Giovanni Arcangelo 1
FOR SUPPORT TEACHERFOR SUPPORT TEACHER

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Law NLaw N°° 104 (1992)104 (1992)
The low nThe low n°°104,104,
introduced in the Italianintroduced in the Italian
Civil Code in 1992,Civil Code in 1992,
includesincludes
all the previous lows asall the previous lows as
far as the social,far as the social,
economical andeconomical and
politicalpolitical
rights are concernedrights are concerned
and the schooland the school
inclusion andinclusion and
integration ofintegration of
disabled people.disabled people.

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Law NLaw N°° 104 (1992)104 (1992)
It ensures fullIt ensures full
respect for humanrespect for human
dignity and thedignity and the
disableddisabled’’ss rights ofrights of
freedom andfreedom and
autonomy. It alsoautonomy. It also
promote their fullpromote their full
integration intointegration into
family, school, workfamily, school, work
and society.and society.

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Law NLaw N°° 104 (1992)104 (1992)
It prevents and removes
the disabling conditions that
prevent the
development of the human
person, to achieve as
maximum independence as
possible and the
participation of disabled
people in community life,
the realization of
civil, political and financial
rights;

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Law NLaw N°° 104 (1992)104 (1992)
It prosecutes the functional
and social recovery of person
with physical, mental,
and sensorial deficit
and provide the services and
benefits for the prevention,
treatment and rehabilitation of
disabilities, as well
as legal and
economic protection of the
handicapped person;

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Law NLaw N°° 104 (1992)104 (1992)
It arranges
interventions to
overcome
marginalization and
social
exclusion of
disabled people.

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GENERAL PRINCIPLESGENERAL PRINCIPLES
 This law fixes the principles of
regulation of social rights, the
social integration and the
support of disabled people.
 Entitled persons. A disabled
person is a person who has a
psychophysical, or sensory
disability, stable or
progressive, which
causes learning difficulties,
social disadvantage or
marginalization.

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RIGHTRIGHT TO EDUCATIONTO EDUCATION
The right to education is guaranteed
at all levels in state schools:
from 0 to three years in the nursery,
from 6 to 11 years in the
primary school,
from 12 to 14 in the first secondary
school,
from 14 to 18 in the secondary school
and
from 18 years and older in the
university.

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RIGHTRIGHT TO EDUCATIONTO EDUCATION
The school integration aims
at developing the potential of disabled
people in learning,
communication, relationships
and socialization.
The right to education and
training can not be prevented
by learning difficulties or other
difficulties arising from
disability-related disability.

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DOCUMENTSDOCUMENTS
 Clinical Diagnosis
 Functional Diagnosis
 Dynamic Functional
Profile.

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CLINICAL DIAGNOSISCLINICAL DIAGNOSIS
This document is
prepared by a team of
doctors.
It describes the type of
disability.

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FUNCTIONAL DIAGNOSIS
It is a document in
which we can find an
analytical description
of disability.
In this document we find a
collection of data that are
"functional" to full school
and social integration.

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FUNCTIONAL
DIAGNOSIS
AREAS:
 Cognitive:
 level of development achieved;
 ability to integrate skills.
 Relational-affective:
 understanding and production of a
language,
 alternatives languages ( sign
language
 Sensory
 type and severity of the deficit with
particular
 reference to sight, hearing and touch
 Motor-praxic :
 global-motor (motricity)
 fine-motor (motricity).
 Neuropsychological:
 Attention
 space-time organization.
 Autonomy:
 social autonomy
 personal autonomy.

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DYNAMIC FUNCTIONAL PROFILE
The dynamic Functional Profile
combines an integrated synthesis
that allows us to understand the
essential characteristics of that
person, transforming them into
operative short and medium term
guidelines.
It is updated at the end of the
nursery school, first school, first
secondary schools, and during the
second year of the secondary
school.

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INDIVIDUAL EDUCATIONAL PLAN (IEP)
Describes the integrated action
prepared for the students with
disabilities, in a given period of time,
to realize
the right of education and training.
Is an operative project between
operators (teaching
staff, support teachers) health and
social services, in collaboration with
the family.
This project concerns the personal
dimension of learning related to
the rehabilitation and social aspects.

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INDIVIDUAL EDUCATIONAL PLAN (IEP)
IT CONTAINS:
 purposes and educational objectives
 routes work
 methodologies,
 oral, and written tests
 mode of involvement of the family
 TIMES:
 it is finished by the second month of
the school year
 it is cheeked possibly every three
months
 special cheek for cases of particular
difficulty

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INDIVIDUAL EDUCATIONAL PLAN (IEP)
 IEP with minimum goals for
students who have sensorial
disabilities, or minor psychic
problems.
 These students obtain a
qualification effective for all
purposes of law, after a final
examination with simplified
tests or equipollent tests.

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INDIVIDUAL EDUCATIONAL PLAN (IEP)
 IEP with personalized goals:
for students with special needs who have
severe sensorial or psychicophisical
disabilities.
 These students achieve an attendance
certificate which lists the skills achieved.
 In addition for these students
alternatives and integrated activities are
planned such as:
horse riding therapy, drawing therapy,
painting therapy, music therapy, pottery
lab, decoupage, ceramics, gardening,
swimming, computer games etc...

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
Our school providesOur school provides
specialist supportspecialist support
teachers for the studentsteachers for the students
with additionalwith additional
educational needs.educational needs.
They have also theThey have also the
important role to maintainimportant role to maintain
dialogue between homedialogue between home
and school and schooland school and school
and other communityand other community
agenciesagencies

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
The school offers anThe school offers an
educational supporteducational support
team which is made upteam which is made up
of qualified learningof qualified learning
support teachers, asupport teachers, a
pedagogue, apedagogue, a
neuropsychiatristneuropsychiatrist, a, a
social assistant, asocial assistant, a
representative of therepresentative of the
parents, a representativeparents, a representative
of the teachers and aof the teachers and a
representative of therepresentative of the
Council.Council.

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
It is the right place
where to get
information about
each student,
his/her problems
and develop
tailored strategies
to meet the needs
of each pupil and
family.

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
At the beginning of the
school year, each
learning support teacher
prepares an education
plan taking into
consideration the
information had from the
pedagogue and the
neuropsychiatrist, the
results of the students’
tests and some
observations carried out
in the class.

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
The plan can be an
individual education plan
which is targeted to meet
developmental and
learning needs for
students who have
serious disabilities or an
education plan with
reduced learning goals in
order to help the students
to bridge the learning
gaps and have the
possibility to access to
the school curriculum.

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
Support is given within
the mainstream
classroom to provide
each student the full
and active participation
on an equal basis with
his/her peers and
accomplish a
successful integration.
If necessary,
sometimes students are
withdrawn from the
class to be involved in
individualized support
activities..

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
During the meetings
with the subject
teachers, the
support teachers
have the
opportunity to
present appropriate
strategies to carry
out in the class and
obtain the best
results from the
students

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
The school tries to get students
involved in all the activities and make
them get the best from experiences
in a mixed-ability setting. Several
activities are offered to improve the
psychomotor aspect of the pupils
with physical disabilities such as:

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STUDENT SPECIAL NEEDSSTUDENT SPECIAL NEEDS
Horse-riding

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STAFF SENSE at SCHOOLSTAFF SENSE at SCHOOL
 Pottery lab
 Decoupage
 Ceramics
 Gardening
 Psychomotion
 Swimming