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The italian model on inclusive education: teachers' training and case history.
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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
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.
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
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 TOTALE
Materna 0,70 0,03 0,06 0,13 0,29 1,14
Elementare
1,84 0,04 0,08 0,14 0,51 2,50
Secondaria di I grado
2,44 0,05 0,09 0,14 0,56 3,24
Secondaria 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
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
Ministry of Education, University and Research
Permant Observatiry on inclusion of disabled
students
Regional Interinstitutional
Workgroup
Local Interinstitutional
Workgroup
School Workgroup on Handicap
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…
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
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
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.
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
TCS Territorial Centres for the AT
(Assistive Technology)
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.org Centro per l’Autonomia Ausilioteca Campana
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.org Centro per l’Autonomia Ausilioteca Campana
University For specialized training
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
Assistive Technology Resource Centres
www.centroausili.org
Информационные технологии и инвалидов ICT and Disability
www.centroausili.org 20
Черт технологии! Теперь я должен
идти куда-‐то
damn technology! now I must go somewhere
(Altan)
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.org 21
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.org 22
Centro per l’Autonomia Ausilioteca Campana
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.org 23
Our intervention
PAI – Project for Individual Autonomy
www.centroausili.org 24
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
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
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
The path toward autonomy
Case History
www.centroausili.org
The story of Luca
} Luca is a child of the fifth class of the Primary School
Diagnosis: } Cerebral Palsy
} (lack of mobility, lack of sphincteric control)
} severe speech and learning disabilities
Observed Areas
} motor – sensorypraxic } loss of function of the visual field
} neuropsychological } memory
} personal autonomy } communication } learning abilities
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
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)
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
What Luca Uses } BigKeys Keyboard } A Joystick } Four Different Switches- buttons } Specific Software for learning disabilities
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
Lucia de Anna Università degli studi di Roma «Foro Italico» [email protected] Tel. +39 0636733374
Silvio Pagliara CAAC AT Resource Centre [email protected]
Thank you for your attention
Спасибо за ваше внимание
