Preparation of the preliminary IEP: an example of circulars and minutes

For a completeness of the new framework for the measures introduced by Legislative Decree 66/2017 and defined by DI n. 182/2020 to implement school inclusion, we inform about the preparation of the preliminary IEP, which is valid from the current school year. This inclusive tool covers children entering school for the first time, usually in infancy, and students in any class who have been certified during the current year and therefore do not have an IEP in place.

Case study for the preliminary IEP

By 30 June, for students who are already enrolled and undergoing new certification after entering school, or students who are newly enrolled by GLO, the preliminary IEP must be prepared, which aims to define what is required for to ensure inclusion the following year, i.a. the proposal in terms of the necessary resources for support. In the case of students who are already enrolled and participating and therefore newly certified after entering the school, the teachers on the team or class council in which the same students participate are members of the GLO. In the case of newly enrolled students, ie who are enrolling for the first time at the school and who are not yet affiliated with a class / section, the teachers who must be part of GLO – as stated in the extraordinary circular prepared by brilliant senior lecturer Prof.ssa Anna Lisa Marinelli from the State Didactic Direction III circle in Aversa (Ce) – will be appointed in accordance with Article 3 of Ministerial Decree 182/2020.

Procedures for identifying measures for scholastic inclusion of students with disabilities

Given the innovative scope of the procedures for identifying the measures for scholastic inclusion of students with disabilities introduced by the latest regulatory provisions, it seems necessary to examine whether the GLO complies with the last phase of the inclusive activities A. s. 2021-22, with reference to the final assessment and the proposals for professional resources and necessary support services. GLO must comment on the interventions necessary to ensure the right to education and participation for the disabled student in the following school year. The proposed ministerial models and the sections concerned will cover the initial part of the document, as well as the proposals for the number of support hours, of the resources to be allocated to hygienic and basic assistance efforts, on the types of assistance / professional. figures and related needs must be allocated to assistance, autonomy and / or communication.

The ministerial IEP model

Specifically for the ministerial EIP model, the box for the specific section to be completed contains the following items:

  • Basic assistance: these are interventions intended for material support, of course without time limits. The box indicates the most common forms of intervention: hygienic helpincluding accompaniment and assistance in the use of services and cleaning; displacementsincluding welcome at entrance and accompaniment at exit as well as support and supervision in internal movements; cafeteria, including any support for taking snacks or anything else during breaks. If the student does not need assistance regarding the aforementioned points, this must be stated in the point Other things the type of assistance in question (excluding healthcare).
  • Specialist assistance: in contrast to the basic, specialist assistance for autonomy and / or communication it is about pedagogical efforts. If the student needs communication help, the type must be specified based on the student’s needs and type of disability: Visual, hearing or intellectual and neurodevelopmental disorders that require alternative communication methods. In case the student needs help in developing autonomy, it is necessary to specify the type of intervention: interventions of personal autonomy identified synthetically with “self-care”; intervention in the canteen; other (to be specified). In addition, an open field is considered, where one can briefly describe the planned organization with a reflection on the connection between the tasks of the various figures in order to optimize the use of resources.
  • Health needs: health needs, such as drug administration, should not be included in IEP; in this connection, the box refers to the documentation found in the student’s journal.
  • Special furniture, didactic and computer aidsetc .: type and uses of special furniture must be indicated in the box, such as special desks, equipped chairs, special access tools and the didactic and IT tools necessary for the following school year.

Proposed number of support hours for the following year recalled in the Guide, in relation to the proposal on the number of support hours for the academic year p. Subsequently, the circular issued by the school head for the state didactic direction III circle in Aversa (Ce) shows that:

  • although it is a proposal, it is an important decision which also has significant implications for the public administration’s expenditure obligations and must necessarily respect the principles of fairness, justice and accountability;
  • the request must only and exclusively refer to the needs and requirements of the student with a disability (the classes are allocated to the class, but aimed at developing the personal educational path, therefore they can not be considered as additional resources that the school can use for support activities intended for other students in the class or school);
  • the request may not be made to cover the needs for exclusive material or educational assistance or accompaniment;
  • the request must be sufficiently substantiated.

The reasons behind the request for support hours

The reasons behind the request for support hours must relate to:

  • the student’s needs based on the Function Profile, if any, or as an alternative to certification and Function Diagnosis. (MI points out that there must be no synallagmatic relationship between the need for teaching support and the clinical severity or quantification of the functional deficit; in addition, a high request for support must be of an extraordinary presence in case of mild or partial impairments. Character and must be sufficient and responsibly motivated);
  • the resources deemed necessary to activate the planned interventions in order to achieve the objectives outlined in the EIP, given how they were actually used (section 9 – General organization of the project with a view to involving and using resources) ice it is coming to an end. In addition to not being able to ask for a number of hours of support that is greater than the student’s attendance, it must therefore appear that the same hours have actually been spent in the activities or disciplines where a strong personalization of the teaching activity. is foreseen, which necessarily requires additional support.

Resource proposals for basic and hygienic assistance, assistance for autonomy and / or communication

The pprovision of basic and hygienic assistance resources, assistance with autonomy and / or communication for the following year, it must be inserted in the box for section 11. It must be reported in relation to the academic year. p. then the following:

  • with what resources and how to organize any basic and hygienic assistance efforts that can not be quantified in hours, as it is a service that must be guaranteed when needed; DI 182/2020 states that this task belongs to the auxiliary staff serving in the complex;
  • proposals regarding the need for professional resources to be allocated to assistance for autonomy and / or communication, stating the type of assistance / professional person deemed necessary.

Other resources to indicate

In addition to the proposal on the resources already mentioned, the circular from DS Prof. Anna Lisa Marinelli from the state didactic direction III circle in Aversa (Ce) reminds that it is possible to state:

  • the student’s possible transport needs “to and from” the school, in particular any critical questions regarding the service and the student’s special needs;
  • provide indications to the GLO, which will have to prepare IEPs in the following year, containing proposals and strategies that could be re-proposed, as well as any problems that have emerged or potentials that are not sufficiently developed and that require corrective action or additions; , especially with reference to the organization and resource utilization. These indications are especially important in the case of students going from one level of education to another

The necessary information

The indications of the preliminary IEP (prepared before 30 June) are in fact necessary for the GLO, which in the following year must prepare the IEP and contain proposals, proposals and strategies to be checked after the pupil goes to school, provide for corrective actions or additions to IEP defined at the beginning of the new year.

For students with special learning difficulties certified according to the Act of 8 October 2010, n. 170, the assessment of learning is in accordance with the personal teaching plan and refers to the level of learning achieved through the use of dispensational measures and compensatory instruments according to Act 8 October 2010, No. 170, – stated in the personal teaching plan.

Students with non-certified special needs

For students with non-certified special needs who have received a specific personal curriculum, the evaluation of learning is in accordance with the adapted curriculum, the evaluation is carried out on the basis of PDP and its possible reformulation. By the council / class team for students with special needs, it is necessary to indicate for the preparation of the final report:

  • Students’ conditions and starting levels;
  • For which disciplines special compensatory and dispensing measures have also been adopted following the introduction of DAD;
  • Maturity level in relation to the starting conditions;
  • Suggestion to move to next class;
  • Supplementary activities considered necessary for content and methods, for specific training needs;
  • Verification and evaluation tools adopted.
  • Tips and guidelines for the following school years.

The attachments

Attached are some formats of reports used by the State Comprehensive Institute for “Viale Libertà” in Vigevano (PV), managed with great competence by the school director Dr. Giovanna Montagna. Two models of minutes and a circular with the subject “GLO call for preparation of PEI verification and preliminary PEI according to Decree-Law of 7 August 2019 n. 96 containing supplementary and corrective provisions to Decree-Law of 13 April 2017, no. 66 “Rules for promoting the scholastic inclusion of students with disabilities, in accordance with Article 1, paragraphs 180 and 181 (c) of Law 107” “; all three brilliant examples of” good school “.




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