The process of inclusion and education of students with disabilities is the responsibility of the whole class council

Complaints from support teachers often reach out to editors, who continue to be considered solely responsible for the process of growth, learning, and school inclusion of students with disabilities.

To clarify the mind of an absent-minded teacher or one who has been lost under the many regulations, we remind you that the great change was initiated by the law decree. n. 66/17 Rules for the promotion of school Inclusion of students with disabilities, through the introduction of a new PEI model, Individualized education plan, based on ICF (International Classification of Functioning, Disability and Health) promoted by the WHO (World Health Organization) but it is note no. 40 of 13 January 2021, to put an end to the many inaccuracies and ‘urban legends’ inherent in the position of support teacher in the school community.

Teacher support is a resource

The above-mentioned note “recalls the principle of pedagogical co-responsibility, which in the context of inclusion implies a dual perspective: on the one hand, the student with a disability is taken over by the entire team / class council; on the other hand, the assistant teacher is alternately a resource for the whole learning environment “.

It is also emphasized that the documentation of the student with a disability must be available to every teacher, regardless of the hours spent in class. The commitment to ensure that all teachers are involved in the process of student inclusion also comes from the budget for 2021, provided for in Article 1, paragraph 961, an increase in the Teacher Compulsory Fund, which is included in the classrooms. is engaged. with students with disabilities, to guarantee the principle of joint ownership in their care.

The class council therefore contributes, together with the teacher, to the education and training of students with disabilities.

Assessment of students with disabilities

With regard to the assessment of students with disabilities, the cooperation between the teachers of the class council is crucial, in fact the teacher must work together on the basis and the support and perfect synergy in order to achieve the pedagogical success of the student that must support the planning of written and oral tests and also in the case of interventions for his learning process.

We know that it is the IEP that pursues the pedagogical path that the student must pursue, depending on whether it is:

zu. usual way, in case the student has to follow the didactic planning of the class, and therefore the same evaluation criteria are applied for it;
b. personalized approach (with equivalent tests), when personalizations are applied in relation to the didactic planning of the class in relation to the specific learning objectives and evaluation criteria, in which case the student with a disability is assessed with identical or equivalent controls;
c. differentiated path The student with a disability follows a differentiated didactic path, with non-equivalent controls.

The ongoing tests represent an important moment in the student assessment process

In the case of programming with minimum goals, the teachers of the individual disciplines indicate for their subject the minimum goals that the certified student, like all his classmates, must achieve.

The tests are a means for teachers to evaluate learning and to give students a judgment at the end of a learning unit or neighborhood / neighborhood and therefore to check if the learning process is taking place or if there is a need for improvement.

However, everything must always happen in collaboration and never through delegation.

Perhaps too many years and wrong, the student with a disability was exclusively the student of the teacher’s support, until unfortunately even today, despite the reference legislation, the mentality situation still prevails that the only architect of the inclusion process and training specialist teacher.

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