The italian model on inclusive education: teachers' training and case history.

1. Lucia de Anna
University of Rome IV Foro Italico
Silvio Pagliara
CAAC Assistive Technology Resource Centre
Special educational needs and technology
” Специальные педагогические потребности и
технологическая поддержка”
Conference on Modern Organizational Forms and Efficient Technologies of
Learning and Rehabilitation for People with Disabilities and Invalids
17-20 October, 2012 – Institute of Social Rehabilitation - Novosibirsk

2. Path to Inclusive education in Italy
1970
Legge n. 118/1971 – problematiche sugli invalidi civili.
Legge n. 820/1971 – tempo pieno e attività integrative.
Legge n. 517/1977 – abolizione delle classi speciali.
1980
Sentenza della Corte Costitucionale n. 215/1987.
1990
Legge n. 104/1992 Legge quadro per l'assistenza, l'integrazione sociale e i
diritti delle persone handicappate.
DPR 1994 – Collaborazione dei Servizi Sociale e Sanitari.
Legge n. 17/1999 – Accesso all’Università e Tutorato.
Legge n. 68/1999 – Accesso al Mondo del Lavoro.
2000
Legge n. 328/2000 – Collaborazione con Enti Locali e Regionali.
Linee Guida Ministro Gelmini / 2009.

3. Ministy of Education
Alumns with disabilities divided into different grades.
A.s. 2009-2010
Ordine
scolastico
Scuole
normali
Scuole speciali o
normali di tipo
speciale
Totale % sul totale
alunni
Materna 20151 - 20151 1,2
Elementare 73964 - 73964 2,6
Secondaria di I
grado
59345 - 59345 3,3
Secondari di II
grado
47002 - 47002 1,7
TOTALE 200462 - 200462 2,2

4. Alumns with disabilities in regular schools
grades and disability (percentage %)
A.s. 2009-2010
Ordine
scolastico
Tipologia di disabilità
Intellettivo Visivo Uditivo Motorio Altre disabilità TOTAL
E
Materna 0,70 0,03 0,06 0,13 0,29 1,14
Elementar
e
1,84 0,04 0,08 0,14 0,51 2,50
Secondari
a di I
grado
2,44 0,05 0,09 0,14 0,56 3,24
Secondari
a di II
grado
0,99 0,05 0,08 0,12 0,52 1,56
TOTALE 1,49 0,04 0,08 0,13 0,48 2,11

5. Students with disabilities in the University
(A.A. 2006 – 07)
Disability Anno Accademico
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Blind 567 677 713 764 823 945
Deaf 368 449 470 542 567 630
Dyslexia 95 92 63 68 47 107
Motor
Impairment
1837 2302 2601 2871 2871 3132
Mental
Disability
134 207 249 290 326 401
Other… 2946 3253 3970 4656 5492 6192
TOTAL 5947 6980 8066 9134 10126 11407

6. Ministry of Education,
University and Research
Permant Observatiry on
inclusion of disabled
students
Regional
Interinstitutional
Workgroup
Local
Interinstitutional
Workgroup
School Workgroup
on Handicap

7. University of Roma Foro Italico
What we’ve done:
} Permanent Laboratory on Inclusive Education
} Permanent Laboratory on Assistive Technology
} in co-operation with external professionals
} open to project with local schools
} International PhD:“Culture, disability, inclusion:
education and training”
} Several other activities: International Projects,
Erasmus Mundus,Tempus, Conferences…

10. The research project aims to
create the conditions for
developing inclusive
settings in the Web.
combining aspects of
educational and
pedagogical learning with
technologies of the
Internet, with a focus on
the forms of accessibility
not only structural but
also cultural
FIRB Project Rete@ccessibile (@ccessible-network)
teaching – learning for everyone

11. International Conference
Interdisciplinar collaboration among different themes for
International planning about inclusion
Roma, 4-5 Feb. 2011
Sono intervenuti nella sessione inaugurale:
} Paolo Parisi, Magnifico Rettore dell’Università “Foro Italico”
} Nikolay Pustovoy, Magnifico Rettore della Novosibirsk State Technical University
} Lucia de Anna, Università “Foro Italico”
} Bernadette Céleste, Directrice INSHEA
} Galina Stefanova,Tatiana Simonova, Olga Egorova, Galina Palatkina , Astrakhan
State University
} Enicéia Gonçalves Mendes, Universidade Federal de São Carlos
} Vitaly Kantor, Herzen State Pedagogical University
} Gennadiy Ptushkin, Novosibirsk State Technical University

12. Italian Situation
} The Italian Assistive Technology provisioning system
mainly stems from a medical model (as ICIDH,WHO
1980), which doesn’t take into account the contextual
factors (as ICF,WHO 2001).
} The provision of AT and supports in different contexts
(social, health, school, work) follow parallel routes.
} Talking about AT, there is the strong need of a mediation
professionals connecting different needs and possible
technological solutions.
} University Laboratories and AT centres are a resource
for the entire system, revolving around the life of people
with disability crossing through different worlds.

13. ICT and Ministry of Education
TCS Schools as Coordination
Territorial Centres of
Support for the AT
(assistive technology)
University
(Tutor Training)
Schools in the
Territory
(implementing the
network)
Center for Assistive
Technology
(agreements with
specialized centers)
ICT and Disabilitity National Project

14. TCS
Territorial Centres for the AT
(Assistive Technology)

15. ICT and Disabilitity National Project
} To solve issues with AT
it was decided to take
action in the territory
close to schools.
} The project provided
for the establishment
(or strengthening, if
existing) of about 90
Territorial Support
Centres in all the
regions of Italy.
15
www.centroausili.orgCentro per l’Autonomia Ausilioteca Campana

16. Territorial Centres for Support
Tasks of CTS
} Optimize resources by acting both in the acquisition of
equipment in their management, facilitating transfers
from one school to another according to changing needs;
} Provide technical assistance, or helping schools to solve
the most common problems of functioning and
adaptation of technologies to specific needs;
} Provide educational assistance, that help schools use the
instrument in a really effective in all school activities;
} Cure user training, and follow-up;
} Care of the training of operators with flexible and
targeted interventions.
16
www.centroausili.orgCentro per l’Autonomia Ausilioteca Campana

17. University
For specialized training

18. The Role of the University
Continuos training of curricular and support
Teachers
Masters on Learning Disabilities (Dyslexia ....
Advanced courses
Collaboration and consultancy to schools, other
universities, local authorities, and so on
Pedagogical-didactic Collaboration to TCS and
Resource Centres for Assistive Technologies
18

19. Assistive Technology
Resource Centres
www.centroausili.org

20. Информационные
технологии
и
инвалидов
ICT and Disability
www.centroausili.org20
Черт
технологии!
Теперь
я
должен
идти
куда-­‐то
damn technology!
now I must go
somewhere
(Altan)

21. Resource Centres for Assisstive
Technology
Operate through an inclusive approach
(Person + Care Group + Environment)
by:
} individualized strategies
} technological skills
to increase
} autonomy
} social inclusion, at school, at work and in everyday
life of the person in a position of distress and / or
disability
www.centroausili.org21

22. AT Resource Centres
in Italy - GLIC In Europe - AAATE
} Interregional
Workgroup of
the Consulting
Centres on the
computer and
electronic aids
for disabled
} Association for the
advancement of
assistive technology
in Europe
www.centroausili.org22
Centro per l’Autonomia Ausilioteca Campana

23. Our intervention
Total taking-charge of the
Person
Take into account all aspects
and critical issues related to
disability
Networking of local resources
www.centroausili.org23

24. Our intervention
PAI – Project for Individual Autonomy
www.centroausili.org24
Total taking-charge
} In order to provide
} Individualized strategies
} Technological expertise
} In order to increase
} Autonomy and social inclusion at school, at work, in
everyday life of people in situations of disability

25. Targets
elderly and disabled
Designing individual projects for Independent living
care groups
Supporting with technical and psychological supervision
professionals
Fostering their skill with hands-on training
public administrations
Disabled as tax payers vs. assisted living
private companies
Job coaching & process re-engineering
25 www.centroausili.org

26. What we do
information counter on Assistive Technologies and
Independent living
Training & Supervision for families, operators,
companies
Technological Assessment
Projects for Individual Autonomy – PAI
Research and development of technological aids at
affordable costs
26 www.centroausili.org

27. The path toward autonomy
Case History
www.centroausili.org

28. The story of Luca

29. } Luca is a child of the
fifth class of the
Primary School

30. Diagnosis:
} Cerebral Palsy
} (lack of mobility, lack of sphincteric control)
} severe speech and learning disabilities

31. Observed Areas
} motor – sensorypraxic
} loss of function of the visual field
} neuropsychological
} memory
} personal autonomy
} communication
} learning abilities

32. Where we started from
} Severe motor impairment.
} Lack in the development of symbolic
functions.
} Lack in language development.
} Limited Development of sensory-motor area
} Very Low Personal autonomy, social and
relational
} Poor school abilities.
} Need continuos help

33. The path toward autonomy
} Working in conjunction with peers
} By paying attention to the development and
empowerment of the person, enhancing its
capabilities
} Alliance between curricular and support
teachers and external experts
} (Resource Centre, Multidisciplinary Team,Therapists,
Parents, Local Authorities)

34. Where we arrived
} Development of symbolic functions and language
} Social and relational autonomy
} Early School Abilities
} Acquisition of the techniques of reading - writing
} Moves by itself in the spaces of the school to carry out
tasks
} It 'independent use of the PC
} Actively enters into relationship with people and the
environment

35. What Luca Uses
} BigKeys Keyboard
} A Joystick
} Four Different Switches- buttons
} Specific Software for learning disabilities

36. What Skills Luca Developed
} Language Skills
} verbal communication
} recognize letters of the alphabet
} form words
} read and write simple sentences
} understand written texts
} Math Skills
} count in progressive and regressive sense on the number
line (possibly extended)
} compares numbers
} read and write numbers
} perform simple calculations both written and in his head

37. Lucia de Anna
Università degli studi di
Roma «Foro Italico»
lucia.deanna@uniroma4.it
Tel. +39 0636733374
Silvio Pagliara
CAAC
AT Resource Centre
silvio.pagliara@centroausili.org
Thank you for your attention
Спасибо
за
ваше
внимание