School inclusion of students with disabilities: some improvements and old problems

The latest state data show that students with disabilities are now over 300,000 and there is still a lack of many specialized teachers. Inclusion continues, but there is still a long way to go

In the last few days, we’ve been dealing with the recent ones Istat data on the school inclusion of students with disabilities. As every year, they give very interesting information aboutEvolution of inclusive practices in our schools which allow us appropriate reflections.

A sure positive fact is that last year they significantly increased students with disabilities who were able to access DAD and therefore the responses of the educational institutions to the identified needs have been effective, leading to the phenomenon of exclusion as residual waste, associated with gender and situations of particular gravity or significant inconvenience. In fact, the report shows that you 98% of requests for devices to track lessons at a distance.

The number of teachers has also increased, in parallel with that of students with disabilities, although late tasks remain and the number of non-specialized teachers is still too high (about 65 thousand) despite the regular start of specialization courses in recent years. In this regard, we remind you that with special note from last Decemberauthorized the Ministry for the three-year period 2021/24 the beginning of specialization courses for a total of 90 thousand places.

The percentage of teachers (curricula and / or support) who have participated in continuing education opportunities and who are involved in approximately one in four teachers still seems to be too low; however, this figure should improve next year, thanks to the massive adhesion to the 25-hour training for non-specialized teacherscurrently running.

The number of Assistants to autonomy and participation, which are now over 60 thousand. However, their distribution throughout the territory is still very heterogeneous and shows a kind of “compensation”: where more widespread, the less the number of hours of support seems to be allocated; Vice versa, in the territories where their number is smaller, the number of hours of support allocated seems to be higher.

The critical data which emerges from the report remains unfortunately linked Barriers architectural and sensory: only one in three schools is accessible to students with motor disabilities, only 16% of schools have visual signals for students with deafness or hearing loss, while relief maps and tactile paths are needed to make places accessible to blind and partially sighted students are present in only 1% of the schools. From this point of view, it is urgent to think about making that logic more concrete in the future universal Design, which concerns not only learning but also the environment, including materials, the environment, the help and assistance needed for participation, socialization, relationships, learning and finally the right to study for all pupils and all students. None excluded.


The Istat report


Previous Istat data

Tina Naccarato


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