Article 26 of the Universal Declaration of Human Rights specifies how important education is for each individual and how this should allow the development of personality and "the strengthening of respect for human rights and fundamental freedoms. " Our legal system must therefore take into account these principles and recognize that a disabled person an absolute personal right designed to promote a suitable school placement. In Italy there are more than 160,000 students with disabilities certified by the local health services, compared to about 90,000 support teachers, 40,000 temporary workers. But according to analysis conducted by Centro Studi Erickson, there is an additional 15-20% of pupils who have difficulty learning and education. The controversy rained down on the minister Gelmini in relation to cuts to education have increased in intensity when you are not found traces of the problem of disability in the "urgent measures in education and universities' and as a result of a directive, 69, economically inadequate for "building initiatives of training and qualification of integration ': Less than € 64 per student and teacher to just over 96. In 2009, during a confrontation between officials and experts from the Ministry of Education and further to the participation of associations of persons with disabilities, have been drafted the guidelines, then spread to all schools. These collect a set of directives aimed at improving the integration of students with disabilities. Examines the constitutional evolution Italian law, the organization of the Regional School Office for optimizing use of resources, establishment of GLIRA (regional inter-institutional working groups), the need to acquire, by schools, legal status (L.59/97).
This is an important step to support a policy of inclusive education advanced, based also on the bio-psycho-social called ICF (International Classification of Functioning, Disability and Health), encoded by the World Health Organization. It is a classification that focuses on the context in which you place the handicapped, to promote their involvement in social activities. But to achieve this goal it is necessary to facilitate teaching and enhance learning tools, and using new technologies. Students and families should therefore receive adequate training on the use of new information technologies. Pupils should be involved in the attention to the teaching materials, conduct of the class, the activities of reinforcement learning. And in the process of integration there must be participation by all teachers, even those in charge of the curriculum to pupils with disabilities, as a support teacher. The education of students with disabilities is always been a strength of our educational system.
The Italian school has always been a welcoming community where all pupils, irrespective of their functional diversity, have been able to experience personal growth and social development. But we must ask ourselves how it is possible that, in recent years, many parents of handicapped children, both physical and psychological, have been forced to recourse to the courts because they were entitled to enjoy the hours of support due. It is the task of this paper provide the reply, but those who justify certain behaviors in terms of cost reduction knows that the right of disabled people to school support is configured in our legal system, the fundamental human right, not compressible and not subject to relations with other interests, such as budget. A Massimiliano Fanni
Canelles
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