Reflections on inclusion in the Italian school: questionnaire models for teachers and parents. Childhood, Primary and Media

The Italian school we can say, calmly and sure not to be proven wrong, that as a whole it is a deep and uniquely inclusive reality. Social and territorial reality, of which all forms of support are coordinated with each other with great attention and responsibility. This is evident from the data from the numerous improvement plans that can be seen at the schools’ various institutional locations.

Make some reflections

But some data lead us to some reflections:

  • The feeling of being a “community” decreases at the different levels of the school;
  • Pupils’ motivation for school participation decreases and reaches a minimum peak in the final grades (eg at the end of the first and at the end of the second cycle);
  • The expectations that parents set for the school are partly neglected at the end of the school year;
  • Many teachers do not attribute an important role to education in relation to student diversity.

Strengthen the school’s inclusive identity

It would be necessary to strengthen the school’s inclusive identity, as Bruner confirms: “Learning is like a hanger: if you do not find the hook to hang your coat on, it falls to the ground”. This coat rack is the tool you need. But in order to function, we must, in synergy with local authorities and families, address some issues in an interdisciplinary and interdisciplinary manner, such as:

  • Environmental education to strengthen the sense of belonging to the territory and to the community;
  • Health and love education understood as “having a good time at school”, to prevent all forms of discrimination, including gender and respect for the “different”;
  • Education for citizenship, peace and civil coexistence to prevent forms of isolation and bullying;
  • Training in the proper use of new technologies.

Morin: “in the uncertainty of life, you teachers have a mission to see”

Edgar Morin says that “in the uncertainty of life, you teachers have a mission to see: to help students learn to live. Knowledge as a goal in itself is in fact useless, it must instead serve to live ».

Start, self-evaluation, planning of priorities and strategies, prioritization, review of the process

The phases of the self-evaluation and self-improvement process, proposed by the Free University of Bozen-Bolzano, include the following 5 phases:

Step 1: Get started

Decision to start Important to share:

  • idea of ​​inclusion
  • practical indications of the formal passage in the Board of Education turn out to be fundamental.

Phase 2: self-evaluation

The index indicators become the content of a self-evaluation tool that collects data on the perception of inclusion of members of the school community.

Phase 3: design of priorities and strategies

The most important thing is not to be afraid to make choices and therefore limit the relevant issues that arose in the self-evaluation.

Selection criteria:

  • the strength of the theme
  • dissemination of the issue
  • the relevance of the problem in the context.

Step 4: Make priorities

Maintain awareness of priorities and motivation for implementing strategies;

  • Clear and detailed planning;
  • Inform the people involved;
  • Ongoing evaluation.

Step 5: Review the process

Documentation analysis through:

  • Self-evaluation questionnaires;
  • Interviews with individual teachers and group interviews with the department’s teachers;
  • Conversations with student classes.

The questionnaires, the analysis of the results and the review of the RAV

The questionnaires – as stated in “Summary of the results of the self-evaluation questionnaires for the level of school inclusion perceived in the institute” by the Usini-Uri Comprehensive Institute, led by the school principal Prof. Luciano Sanna – are anonymous, the information they provide is used with the utmost respect for privacy and analyzed only in aggregate form, therefore as statistics. The answers are completely confidential and subject to statistical silence in accordance with Legislative Decree No 196/2003 “Code concerning the protection of personal data”. The questionnaires were administered in digital format to all components of the school: students, teachers, parents and ATA staff. The information determined from the analysis of the results will be crucial elements to be taken into account when reviewing the self-evaluation report for review and improvement proposals.

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