Inclusion, Fogarolo: “Too many system inhomogeneities, it is not allowed” [VIDEO]

The reflection, which intends to move between reflections on the state of the art of regulatory development with regard to inclusion and the narrative of real experiences, is based on Fogarolo’s reflections.

The aspects that must not be blocked, but rather get a further boost, concern the ongoing awareness of the problem, the awareness of the need for greater pedagogical co-responsibility and the overcoming of the bad habit of delegating the support teacher, particularly widespread. in high school. degree.

Another aspect that has probably been poorly understood in Decree 182 concerned the issue of exemption, which is actually common practice in schools, just think of the so-called evaluation of areas that do not evaluate on the disciplines (a kind of generalized exemption), which is still quite widespread. , while in the new model, the choice of exemption from certain disciplines within IEP was only proposed if it stems from common and well-motivated choices based on the needs of the student.

Fogarolo: “Although there has been some legislative development, we have never intervened in all aspects of school inclusion, only Decree 66 of 2017 has done so, yet many aspects considered in it have remained unimplemented, such as the whole issue of the assessment of The quality of inclusion or the tasks of local authorities with regard to support staff, where there is too much disparity between the different regions. Very important aspects, not implemented. In addition, there is no significant real support network working in the area and helping teachers and schools in trouble.”

As proof of the important role of the territory and the need for services to be in contact with the school to create truly inclusive courses, we mention the realities of type B social cooperatives, such as the one headed by Maurizio Ferraro, located in an area of ​​a school, Garibaldi Institute of Agricultural Engineering in Rome and which was founded in 2006 on the will of the then headmaster and the school council, which approved its establishment and membership. The Garibaldi cooperative consists of 70% of children with severe disabilities and performs various activities, including: cultivating the kitchen garden, selling agricultural products to the neighborhood, the activity of a trattoria and agriturismo and hospitality. of young people on an Erasmus project or who are to carry out official duties. A real social enterprise that is in continuity with the scholastic path, opens up to host PCTO courses for the host institution’s students and provides the opportunity to imagine a productive future even for children with severe disabilities.

Maurizio Ferraro: “Shortly after its constitution, the cooperative, the school and the Faculty of Psychology at La Sapienza University in Rome jointly carried out an important peer education project called ‘Caring for the Earth, the Land That Heals. The simple garden “which has led to remarkable results in terms of the effectiveness of the method on the benefits both for frail children and for their able-bodied companions who acted as their mentors, supported them in a rehabilitation path, guided and supported thanks to education and supervision It is unfortunate that the use of peer education is not structured in schools for scholastic inclusion, and therefore students can not be included in the teaching project of their disabled classmates.In high-functioning autism we have noticed how the turning point is represented by the “strongest” partner who, by knowing the partner well and trained in this regard, is able to manage him better “.

The school is the favorite place for such experiences.

Unfortunately, a change in school management and thus the school’s vision in terms of openness to the territory and inclusion has marked significant difficulties for the survival of the activities of the Garibaldi Cooperative, which continues to struggle to implement its initiatives.

As a demonstration of the fundamental importance of school leaders and teachers who have an inclusive vision of the school, we mention the positive example with Alessia Guccione, who already as a teacher and since as a DS has always completed projects located in this vein.

Alessia Guccione: “Here I would like to report on the experience of living in a vulnerable area on the outskirts of Catania, characterized by the absence of services, poor families and crime problems, where initiatives have been taken to constantly open the school to the territory, through activation. of many workshops with the aim of actively involving children, I mention, for example, the project carried out with the full involvement of artists from the Fiumara D’arte Foundation, who worked to make the suburbs a beauty center, and demonstrated that an idea can change things. The boys were fully involved in this change project, so much so that after three years, the world’s largest bas-relief for contemporary art was delivered to the city of Catania: “The Door of Beauty” (550 meters long and 8 meters long) high, on which poems are engraved. children and their families participated.This simply wants to be an example of a school that is not only fully within a territory, but a point of reference for the same, for the building of a true upbringing community. Instead, in the IC that I manage, we have created “Active Mind Classrooms” designed for all children, including those who present BES, who can go there to express their feelings and their potential. Another project we are working on is the construction of a school square, in the courtyard adjacent to the school, where there will be a multi-mark.

In short, by making the school an integrated system, with the help of associations and cooperatives, such as the one represented here, many goals for scholastic and social inclusion can be achieved.

Fogarolo: “The school system offers a great lack of homogeneity, there are many positive inclusive realities that are not said much about, and many contexts where things do not work, for which support is needed. It is not possible that there are lucky or unlucky situations. It is not permitted! Just as it is not allowed to place students with disabilities in a separate classroom and completely delegate assistance to staff who are often unable to support the situation. There is a need for inclusion professionals to go to schools to help“.

In this context, Maurizio Ferraro, as the father of an autistic girl with a difficult diagnosis and as a member of a parents’ association, tells reunited precisely in the light of the common experience of discrimination and exclusion that their children experience, already in middle school, from a part of the families of the classmates, who did not care about the presence of students who “disturbed”, and who were therefore separated from the rest of the class and placed in a special classroom. These children have lived the experience of the “support class” for years.

Therefore, the main criticism of our school system is the lack of guarantee of inclusion throughout the national territory. Everything is too tied to the happiness factor. Inclusion can definitely not depend on the “luck” of being in the “right” school.

There are therefore still many difficulties, but it is necessary to move forward on a path that goes as far as possible to ensure a degree of homogeneity in the national territory, and which involves building valid support and effective training of staff so that they can be given effective inclusive responses to children and young people’s special educational needs, which are constantly increasing.

School inclusion: between regulatory development and real experiences. Digital talk on TV OS [VIDEO]

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