Annual plan for inclusion, for an inclusive school: an example of PAI

There is no institute in our national area that does not have as a priority goal to combat school dropout. Each of them, infants, intends to be the most aware of the various forms of adolescent disorders, to seek appropriate interventions to deal with it, combining them with inclusive education and methodological methods that are able to reduce the negative impact on the student’s educational path, through the involvement of families with whom there is an obvious need to activate a pact on cooperation alliance and sharing of intentions.

The law and the inclusive process

The legislative process has enabled the Italian school to move towards an integration process, in an inclusive perspective, marked by important legislative steps. After acknowledging the reference to the latest regulatory radiations (Act 170/2010, MIUR Directive of 27/12/2012, MIUR Circular No. 8 of 6/3/2013), of Act of 13 July 2015 n. 107 concerning the reform of the national education system, of Legislative Decree 13/04/2017 no. 66, of the Prime Minister’s Decree of 8 March 2020, of the note prot. 388 of 17 March 2020, of Statutory Order no. 182 of 29 December 2020, of Ministerial memorandum no. 40 of 13 January 2021, supported by the experience of recent years in the field, the institute has long ago started a training campaign in favor of .a. a certain number of teachers to promote scholastic inclusion of students with disabilities.

The inclusive strategy

The inclusive strategy that should be implemented is also in line with Ministerial Circular No. 8 of 6 March 2013, which in the question of “Effort tools for students with special educational needs and territorial organization for school inclusion” provides very specific operating instructions. SEN is a macro category that includes all students’ possible educational and learning difficulties. They fall within, as stated in PAI from the Higher Education Institute “E. Fermi” from Bagnara Calabra (RC), directed, with great competence, by Rector Prof. Graziella Ramondino, student:

  • with special educational needs (BES, Act 170/2010)
  • with established disability (Act 104/92).
  • with identified specific learning disabilities (DSA, Act 170/2010).
  • foreigners or disadvantaged students
  • with social disadvantage (separated, adopted parents).

The forms of guidance for all students

Having recognized the legislator’s willingness to extend appropriate forms of protection to pupils not covered by the cases provided for in Law 104/92 (Framework Law on Disability) and by Law 170/2010 (on DSA), each Italian school, whatever its nature, it will activate all the necessary measures to:

  • ensure that all pupils in difficulty have the right to adapt their learning, taking into account the principles of Law 53/2003;
  • fully realize the right to learning for all students in difficult situations;
    extend the area of ​​focus and responsibility of the whole pedagogical community to the whole area of ​​special needs – social and cultural disadvantage, SLD, specific developmental disorders, difficulties due to belonging to different cultures.

Adoption of evaluation strategies in accordance with inclusive practices

Which evaluation strategies should be adopted in accordance with inclusive practices? Here are the suggestions as in PAI from the Higher Education Institute “E. Fermi” by Bagnara Calabra (RC):

  • Evaluating a student in difficulty responsibly involves both the individual teacher and the class council as a whole. The goals the student has achieved are verified and evaluated taking into account the incoming skills and the results achieved during the year and at the end of the year.
  • Evaluation systems programmed and divided vertically and horizontally are adopted.
  • Organization of the various forms of support available at the school


At the bottom of the plan, there is a model for flexibility, which must first and foremost see the supporting teachers as the main characters. The teacher supports the class even before the student; therefore, his schedule must take into account the schedule for the “sensitive” disciplines, but also for any moment where group and laboratory work is fundamental in the didactic activity. In the case of the adoption of differentiated programming, all possible contexts will be developed with the programming of the class to promote the inclusion of the student. The support activities take place mainly in the classroom, only in rare and extraordinary cases can one-on-one activities be envisaged. Project work is preferred.

Organization of the various forms of support available outside the school, in relation to the various existing offers

The school, as stated in the PAI of the Higher Education Institute “E. Fermi” of Bagnara Calabra (RC), proposes to conduct information management consultations with the CTS and CTI, after which any resources made available will be used.

The families

The role of families in the local community is to support and participate in decisions about the organization of educational activities. The correct and complete compilation of the PDPs and their sharing with the families are essential steps in the management of personal paths and in the relationship with the families themselves. Families are involved in the essential steps of their children’s schooling, also as a direct assumption of pedagogical co-responsibility. They are welcomed and listened to by the class coordinator and rapporteur for BES, in order to make the interventions and strategies present in the preparation of the PDPs fully common. The involvement of families in the planning and implementation of inclusive initiatives is aimed at:

  • sharing the choices made;
  • ad focus group to identify needs and expectations
  • activation of a family / student listening desk
  • organization of scheduled meetings to monitor processes and identify improvement measures
  • dealing with the behavior and strengthening of the subjects involved – students, parents, teachers – with regard to the commitments made.

Develop a curriculum that pays attention to diversity and the promotion of inclusive education courses

GLI – as stated in the PAI of the Higher Education Institute “E. Fermi” of Bagnara Calabra (RC) – is actively committed to supporting, through the preparation of reception protocols and appropriate curricula, the various forms of diversity, disability and disadvantages in order to ensure the academic success of all students.The definition and implementation of pedagogical and didactic strategies always take into account the person’s singularity and complexity, his articulated identity, his aspirations and fragility, but also the environmental, socio-cultural context in which he lives. The different classes of students with disabilities adopt strategies and methods that promote inclusion and group work such as cooperative learning and guidance, laboratory-like activities. of the teacher to steady tea activities as much as possible.

Improving existing resources

Based on the individual projects identified, the teacher board and school leader allocate the acquired resources to respond to real individual needs, promoting the person’s success and respecting their individuality. Each intervention will be prepared by aiming at:

  • activation of each teacher’s specific skills and of each professionalism present in the department in the different areas.
  • improving the “students” resource through small group cooperative learning and peer tutoring.
  • dissemination of the use of multimedia tools and aids.
  • improving the use of software in relation to the didactic goals to be achieved to promote interaction and participation of all students.

Laboratories are essential

Since laboratory teaching is fundamental in inclusive teaching, the use of the laboratories present in the school will serve to create a personal learning context that is able to transform and also improve situations with potential difficulties. Acquisition and allocation of additional resources that can be used to implement inclusion projects. At the beginning of the next s GLI proposes to verify all the possible external and internal resources that can be acquired for the realization of projects with a predominantly inclusive nature.

The department’s teaching offers for students with special educational needs

To get acquainted with the Department’s teaching offers for students with special educational needs, families can use an information and consulting service from the DSA / BSS referent and from the Instrument Functions for guidance. Based on the different educational needs that have been highlighted, we will in the interviews with the parents and with the teachers at the sending school try to identify the most suitable course of study for the student.

Outgoing briefing

On the basis of the “project of life” identified in the PEI, the student and the family, as indicated in the PAI of the Higher Education Institute “E. Fermi” of Bagnara Calabra (RC), will be able to benefit from various orientation activities. be designed in collaboration with the competent instrumental figure (Weighing for cross-cutting skills and orientation). to facilitate inclusion in the internship activity and to participate as a supervisor if necessary.

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