The school includes :

•  a Primary School ( Primary education starts at 6 years of age and lasts 5 years) with 466 pupils

•  two Pre-schools for children aged between 3 to 5 years old with 254 children.

There are 51 children with disabilities (47 in the Primary school and 4 in the pre-school).

In the whole, there are 74 pupils with special needs that include speech disorders, behavoiur disorders, autism, down syndrome, dislexia, social and linguistic disadvantage…

There are 19 inclusive education assistants in the primary school and 2 in the pre-school.

The need for this assistance figures must be recognised in the certification and functional diagnosis.

The education assitant helps the disabled pupil, in the different school orders, to support the development of personal autonomy, communication skills and to facilitate their inclusion within the class group and the entire school context.

The School Manager must require at the local Public Body, the specialized personal

hygiene assistant to the pupils who need hygienic care.

The Individualized Educational Plan (P.E.I.), is the document describing the integrated and balanced interventions for the pupil with disability in a given period of time, for the realization of the right to education through the involvement of the administration of the public bodies that have the aims of the care of the person and the management of social services, healthcare services and also of families. From this, in addition, the importance of the ongoing verification, so that it is always adequate to the pupil’s needs.

The law that first introduced the Personalized Educational Plan into the Italian school system is the 170/2010, which dealt precisely with the school inclusion of children with disabilities and specific needs. The text speaks of the need to design and apply educational measures of support, individualized and personalized.

In the case of the specific learners disorders , there is a real obligation to draft the PDP.

When the school, in relation to a student, receives an official certification of a specific learning disorder, the competent class council must take action to create the Personalized Teaching Plan.

Each school institution, within the framework of the definition of the three-year plan of the educational offer, prepares the Plan for inclusion that defines the modalities for the coordinated use of resources, including the overall use of support measures on the basis of the individual educational plan of each child, pupil, or student in order to overcome barriers and identify the facilitators of the reference context as well as to plan interventions to improve the quality of school inclusion.

This protocol pursues certain objectives that can be summarized in: ensuring the right to education and the necessary support for pupils with BES; to foster school success and prevent learning blockages, facilitating full social and cultural integration; reduce educational and emotional hardships; ensuring adequate training and development of potential, continuity of teaching process in the transition from one school level to another .

It is important to evaluate the level of inclusion perceived in a school, by administering the questionnaires of the INDEX, a tool for educational institutions that have as their goal the transformation of their culture and practices to give equal value to all pupils, their families and the teaching team.

The teacher’s attitude towards the parents follow precise patterns based on openness, trust, respect and sharing. 

Teachers have to face with parents who have not yet accepted the disability or who are making a path of acceptance.

Really inclusive teaching begins with the integration of the student with disabilities and culminates in total inclusion within the class, in a collaborative and participatory environment.