The disability training at IIS Costanzo is over, where all the teachers in the service participated in the courses of the polo school for the training “Maiorana”.
All teachers participated in the “Costanzo”, a higher education institution that welcomes many students with weaknesses, even the specialized one for which the training was an opportunity to update. In fact, at the beginning of the year, the teaching body decided, at the suggestion of manager Mongiardo, to include these activities in the school’s training plan.
“Disability is a delicate and very important aspect of school education – says director Antonella Mongiardo – for all teachers, not just for those who have classes with fragile students. I think we all educators are constantly talking about issues related to inclusion and special education needs should be updated so that the expansion of theoretical knowledge integrates the experience in the field.Which for me always remains the best education, especially in the context of practical activities and engaging pedagogical projects in which teachers have the opportunity to benefit from the wealth of knowledge and experience.
Ministerial Decree 188 of 21 June 2021 provides for the compulsory school year 2021/2022 25 hours of training for teachers involved in classes with disabled students.
The lessons were divided into training units, with a total engagement of 25 hours, between documented didactic experiments and research / action, networking, personal and collegiate study, documentation and forms of return / reporting, planning. The performance of these training activities has been certified by the head teacher of the school where the service is located.
“From the beginning,” says Director Mongiardo, “I was in favor of the inclusion education proposed by the Ministry of Education, because for that reason we raised the 25-hour question in the first college of September, including for the ‘ Solve the problem in time. An impasse that initially arose over the temporary allocation of these hours “
Recently, efforts have been made at institutional and regulatory level to bring the world of disability closer and more adequately, with interventions aimed at promoting the social integration of children with disabilities, as well as providing for their individual project.
“I’m been a support teacher for thirty-one years – says Prof. Tommaso Porto Bonacci, of IIS Costanzo – and I thought it was a good opportunity for me to update this course, organized by Maiorana with the participation of Erickson experts. .
In the lametine field, the cases of students with certified disabilities have increased in recent years. This number does not contradict the national trend, as the number of disabled pupils in Italian schools is increasing year by year. According to data from the Ministry of Education, in 2019 there was an increase of 14,034 units for disabled students compared to the previous year.
“In the planet of ‘fragility’ – says Director Mongiardo – the support teacher plays an important role, not only for the education process of the disabled pupil, but also to promote the process of school inclusion. These teachers take care of every day around children and adolescents with different types of special educational needs.The complexity of the current cultural panorama increases the need for training based on inclusion and on the awareness that diversity can represent a valuable resource for cultural and human growth.
Objective criticism is expressed by the fact that too many teachers, at least 40% of the total, are still precarious. The report on school inclusion in 2019, published by Istat, shows the insufficiency of specialized teachers, with 36% of teachers selected for support from the teaching lists; in Calabria the percentage was 16.1%. The ISTAT report then photographed the critical issues of the disability planet, highlighting that only 34.4% of schools in Italy are accessible from a physical-structural point of view.
In Calabria, the situation is highly precarious: 57.1% of schools are inaccessible due to the presence of physical barriers, while 71.47% are not accessible due to the presence of sensory-perceptive barriers, which are the last region in the country lead. The data show that the most common barrier in Italian schools is the lack of a lift or the presence of a lift that is not suitable for transporting people with disabilities (63%). Less common are schools without standard floor (30%), external ramps. (23%) or Servo Scale (21%).
Months ago, the POR project, with which the region of Calabria, in agreement with the regional school office, provided schools with resources to promote school inclusion, received a great deal of response. The services offered to children, parents, and teachers were teacher training and didactic support activities, listening, and psychological support to combat early school leaving.
Meanwhile, there are still unresolved critical issues on the inclusion front. As Guido Leone, former technical director of USR Calabria writes, “the issue of disability remains one of the most difficult to address in our school system. Although there is legislation that requires full school inclusion, there are several critical issues of no small importance evident and persistent for a time, from insufficient help in the classroom to the presence of architectural barriers, to the lack of training of support teachers, to inadequate. and sometimes lacking services. Support, as the various national surveys have shown “.
“In order to truly achieve inclusion – says Patrizia Costanzo, a former teacher promoting important inclusion initiatives outside the classroom as well – it is necessary to overcome bureaucracy and create an effective network of cooperation between school, family, territory and institutions. Only theoretical education risks being palliative, unless the right synergy is established between all the actors involved. In my last year of service, I never spoke to social workers, despite the many memories I sent, and it’s important to strengthen the relationship between school and territory, for example by meeting with experts and representatives from working groups. Involve organizations or associations that are affiliated with the school create jobs for the integration of the disabled even after school experience.
Personally – says Costanzo – to compensate for this deficit, I have also involved fragile children in school projects who have already completed the path, because unfortunately there are few social structures in the suburbs outside the school for the disabled. to welcome and, in some cases, the reception is very expensive and not all families can afford it “.