This document discusses the integration of students with special needs in Italian schools based on Law 104/1992. It notes that in the 1970s-1980s Italy transitioned from special schools to integrating disabled minors into general state schools. Law 104/1992 defines a disabled person and requires individual education plans for students with special needs created by teachers, medical professionals, and families. The school described has 22 special needs students supported by teachers, educators, and a network including families, medical staff, and community organizations to provide individualized support and activities tailored to each student's abilities.

1. S C H O O L A N D S T U D E N T S W I T H S P E C I A L N E E D S :
T H E B A S E - L A W 1 0 4 / 1 9 9 2 R E G A R D I N G I N T E G R AT I O N
A N D “ G . L U O S I ” H I G H S C H O O L A C T I V I T I E S
E R A S M U S + I . I . S . G . L U O S I M I R A N D O L A , M O D E N A , I TA LY
« N O W W E K N O W T H A T E V E RY T H I N G H A S A D I R E C T R E L A T I O N S H I P W I T H D I S A B I L I T Y.
W H E N W E S A I D T H A T T H E E X P E R I E N C E H E L P S U S T O U N D E R S TA N D T H E H A N D I C A P,
W E F O R G E T T H E M O S T I M P O R TA N T T H I N G : T H A T D I S A B I L I T Y H E L P S U S T O
U N D E R S TA N D O U R S E LV E S »
G I U S E P P E P O N T I G G I A , “ N A T I D U E V O LT E ” ( B O R N T W I C E , 2 0 0 0 )

2. B E T W E E N ’ 7 0
A N D ’ 8 0 I N I TA LY
• A great discussion started and
developed regarding the integration
of citizens with disabilities
• There was a problem of integration,
especially of disabled minors
• The special schools ware
progressively closed
• The state school at all levels
gradually toke on the task of
educating disabled minors
• The figure of special needs teacher
was instituted
” PA Y A T T E N T I O N
T O T H E T H O U G H T ”

3. T H E B A S E - L A W
1 0 4 / 1 9 9 2 R E G A R D I N G
T H E I N T E G R AT I O N
• The «disabled person» is a person who has
«physical, psychological or sensorial
disability, which causes learning,
relationship and working integration
difficulties» (art. 3)
• The documents by which school operators
(curricular teachers, special needs teachers
and educators) medical operators
(neuropsychiatrists, social assistant) and
families plan periodically aims, strategies,
modalities of integration verification, for
every single student with special needs,
are: Functional Diagnosis, Individual
Education Plan, Functional Dynamic Profile.
• The special needs teacher are part of
parent-teacher class committee
“ E V E RY C H I L D , R I C H O R
P O O R , B O Y O R G I R L
[ A B L E O R D I S A B L E D ] , H A S
T H E R I G H T T O S T U D Y ”
J O H A N A M O S C O M E N I U S

4. W H AT W E T RY T O D O I N O U R S C H O O L
• Our school has now 22 students with special needs, 8 special needs
teachers and 6 educators
• Every student with special needs receives on average 6-9 hours lesson
with the support teacher per week and 5-10 hours lesson with the
educator.
• Normally, the school offers to the student with special needs, who
doesn’t follow the program of his classmates, workshops for manual
skills, specific activities to improve his autonomy or projects for
wellness, like swimming-courses or fitness-courses
• The school offers also a dedicated work-program to the students with
special needs, who can work

5. For every student with
Special Needs
School Staff
Special Needs Teachers
Classroom Teachers
Qualified Educators
The Headmaster
Medical Staff
Neuropsychitrists
Speech Therapists
Social Assistants
Qualified Educators
Other Movers
Families
Municipal Administrations
Many and different Associations
States or private Institutions
Physiotherapists
T H E N E T O F I N T E G R AT I O N