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School and students with special needs

Istituto di Istruzione Superiore "G.Luosi" Mirandola
Istituto di Istruzione Superiore "G.Luosi" Mirandola

This document discusses the integration of students with special needs in Italian schools based on Law 104/1992. It notes that in the 1970s-1980s Italy transitioned from special schools to integrating disabled minors into general state schools. Law 104/1992 defines a disabled person and requires individual education plans for students with special needs created by teachers, medical professionals, and families. The school described has 22 special needs students supported by teachers, educators, and a network including families, medical staff, and community organizations to provide individualized support and activities tailored to each student's abilities.

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S C H O O L A N D S T U D E N T S W I T H S P E C I A L N E E D S : T H E B A S E - L A W 1 0 4 / 1 9 9 2 R E G A R D I N G I N T E G R AT I O N A N D G . L U O S I H I G H S C H O O L A C T I V I T I E S E R A S M U S + I . I . S . G . L U O S I M I R A N D O L A , M O D E N A , I TA LY 束 N O W W E K N O W T H A T E V E RY T H I N G H A S A D I R E C T R E L A T I O N S H I P W I T H D I S A B I L I T Y. W H E N W E S A I D T H A T T H E E X P E R I E N C E H E L P S U S T O U N D E R S TA N D T H E H A N D I C A P, W E F O R G E T T H E M O S T I M P O R TA N T T H I N G : T H A T D I S A B I L I T Y H E L P S U S T O U N D E R S TA N D O U R S E LV E S 損 G I U S E P P E P O N T I G G I A , N A T I D U E V O LT E ( B O R N T W I C E , 2 0 0 0 )
B E T W E E N 7 0 A N D 8 0 I N I TA LY A great discussion started and developed regarding the integration of citizens with disabilities There was a problem of integration, especially of disabled minors The special schools ware progressively closed The state school at all levels gradually toke on the task of educating disabled minors The figure of special needs teacher was instituted PA Y A T T E N T I O N T O T H E T H O U G H T
T H E B A S E - L A W 1 0 4 / 1 9 9 2 R E G A R D I N G T H E I N T E G R AT I O N The 束disabled person損 is a person who has 束physical, psychological or sensorial disability, which causes learning, relationship and working integration difficulties損 (art. 3) The documents by which school operators (curricular teachers, special needs teachers and educators) medical operators (neuropsychiatrists, social assistant) and families plan periodically aims, strategies, modalities of integration verification, for every single student with special needs, are: Functional Diagnosis, Individual Education Plan, Functional Dynamic Profile. The special needs teacher are part of parent-teacher class committee E V E RY C H I L D , R I C H O R P O O R , B O Y O R G I R L [ A B L E O R D I S A B L E D ] , H A S T H E R I G H T T O S T U D Y J O H A N A M O S C O M E N I U S
W H AT W E T RY T O D O I N O U R S C H O O L Our school has now 22 students with special needs, 8 special needs teachers and 6 educators Every student with special needs receives on average 6-9 hours lesson with the support teacher per week and 5-10 hours lesson with the educator. Normally, the school offers to the student with special needs, who doesnt follow the program of his classmates, workshops for manual skills, specific activities to improve his autonomy or projects for wellness, like swimming-courses or fitness-courses The school offers also a dedicated work-program to the students with special needs, who can work
For every student with Special Needs School Staff Special Needs Teachers Classroom Teachers Qualified Educators The Headmaster Medical Staff Neuropsychitrists Speech Therapists Social Assistants Qualified Educators Other Movers Families Municipal Administrations Many and different Associations States or private Institutions Physiotherapists T H E N E T O F I N T E G R AT I O N

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School and students with special needs

  • 1. S C H O O L A N D S T U D E N T S W I T H S P E C I A L N E E D S : T H E B A S E - L A W 1 0 4 / 1 9 9 2 R E G A R D I N G I N T E G R AT I O N A N D G . L U O S I H I G H S C H O O L A C T I V I T I E S E R A S M U S + I . I . S . G . L U O S I M I R A N D O L A , M O D E N A , I TA LY 束 N O W W E K N O W T H A T E V E RY T H I N G H A S A D I R E C T R E L A T I O N S H I P W I T H D I S A B I L I T Y. W H E N W E S A I D T H A T T H E E X P E R I E N C E H E L P S U S T O U N D E R S TA N D T H E H A N D I C A P, W E F O R G E T T H E M O S T I M P O R TA N T T H I N G : T H A T D I S A B I L I T Y H E L P S U S T O U N D E R S TA N D O U R S E LV E S 損 G I U S E P P E P O N T I G G I A , N A T I D U E V O LT E ( B O R N T W I C E , 2 0 0 0 )
  • 2. B E T W E E N 7 0 A N D 8 0 I N I TA LY A great discussion started and developed regarding the integration of citizens with disabilities There was a problem of integration, especially of disabled minors The special schools ware progressively closed The state school at all levels gradually toke on the task of educating disabled minors The figure of special needs teacher was instituted PA Y A T T E N T I O N T O T H E T H O U G H T
  • 3. T H E B A S E - L A W 1 0 4 / 1 9 9 2 R E G A R D I N G T H E I N T E G R AT I O N The 束disabled person損 is a person who has 束physical, psychological or sensorial disability, which causes learning, relationship and working integration difficulties損 (art. 3) The documents by which school operators (curricular teachers, special needs teachers and educators) medical operators (neuropsychiatrists, social assistant) and families plan periodically aims, strategies, modalities of integration verification, for every single student with special needs, are: Functional Diagnosis, Individual Education Plan, Functional Dynamic Profile. The special needs teacher are part of parent-teacher class committee E V E RY C H I L D , R I C H O R P O O R , B O Y O R G I R L [ A B L E O R D I S A B L E D ] , H A S T H E R I G H T T O S T U D Y J O H A N A M O S C O M E N I U S
  • 4. W H AT W E T RY T O D O I N O U R S C H O O L Our school has now 22 students with special needs, 8 special needs teachers and 6 educators Every student with special needs receives on average 6-9 hours lesson with the support teacher per week and 5-10 hours lesson with the educator. Normally, the school offers to the student with special needs, who doesnt follow the program of his classmates, workshops for manual skills, specific activities to improve his autonomy or projects for wellness, like swimming-courses or fitness-courses The school offers also a dedicated work-program to the students with special needs, who can work
  • 5. For every student with Special Needs School Staff Special Needs Teachers Classroom Teachers Qualified Educators The Headmaster Medical Staff Neuropsychitrists Speech Therapists Social Assistants Qualified Educators Other Movers Families Municipal Administrations Many and different Associations States or private Institutions Physiotherapists T H E N E T O F I N T E G R AT I O N