The “GC Falco” Technical Technological Institute: The School of Inclusion

ITIS Capua2School inclusion is the ability to respect everyone’s needs, designing learning environments and activities that allow everyone to be an actor in class life and to learn without difficulty in an active and autonomous way.

An environment is inclusive when all the “uniqueness” are enhanced by offering equal opportunities for growth, ensuring dignity, respect for differences and equal opportunities.

Inclusion offers a significant improvement in student learning, as it allows each one to grow unhindered. Strengths for effective and real inclusion are the following: allowing each student to learn using different learning styles; always remember that diversity is a strength that must be valued; underline that diversity requires flexible methods and appropriate tools to be conveyed in a positive way.

Therefore, the inclusive school ensures continuity, stability and flexible and intelligent use of human resources.

A significant legislative reference point for the Italian School is Law 170/2010, the reference law for Specific Learning Disorders (SLD) in the school environment. It recognizes dyslexia, dysgraphia, dysorthography and dyscalculia as specific learning disorders. The objective of the law is to protect pupils and students with specific learning disabilities and their right to education and to promote their academic success: in this sense, studying like other students means that they have the right to access educational measures of support that allow them to best express their potential.

Teachers who receive a diagnosis of SLD or another learning disorder of a student prepare collegially, involving the family as a priority, the Personalized Didactic Plan (PDP) which details the educational project dedicated to the student with learning difficulties. The guidelines contain indications for the use of compensatory tools and dispensatory measures to be used to achieve the educational success of students with SLD.

It is important to underline that a specific learning disorder does not involve cognitive deficit, compensating and dispensing are actions that the pupil or student with SLD must have to be relieved of a performance made difficult by the disorder without facilitating the task from a cognitive point of view. .

On January 20, 2022, the Istituto Superiore di Sanità published the Guideline on the management of SLD, updating and additions, in which new operational indications are inserted to be taken into account both for the diagnosis and for the evaluation of SLD. They are aimed primarily at clinicians who are involved in diagnosing and treating ASD. An important redefinition is related to the Reading Comprehension Disorder and new diagnostic criteria and procedures have also been established for Dysgraphia and Calculus Disorder.AIDIn such a complex context so that a school can be truly inclusive, offering not only hospitality but also the appropriate skills on the part of all professionals, the Headmaster Dr. Angelina Lanna, already sensitive to all inclusive dynamics, he felt he had to stipulate a further protocol with the Italian Dyslexia Association (AID) based in Caserta, chaired by the Psychologist Dr. Tania Parente. The purpose of the collaboration with the Caserta AID team is to further support students diagnosed with dyslexia. At the “GC FALCO” Institute a free counter has been set up, active on Saturdays from 09.00 to 11.00, twice a month, to which teachers, students and family members can contact. The desk will be held by experts and AID tutors. In addition to the help desk, the Help Line service will always be active which aims to encourage teachers to promptly identify all difficulties, including emotional ones, related to SLD and to provide any indications and / or suggestions on the use of appropriate compensatory measures and dispensatives that can be used in various situations. AID has been operating for some time in the area with the aim of supporting and encouraging SLD students and their families. In addition, specific training will be organized for teachers on transversal issues relating to all disciplines using digital tools and updated teaching support programs. The Director concludes: “The teachers of the Institute that I have the honor of leading, already at the beginning of the school year, followed with particular interest and dedication two training courses promoted by AID during the National Dyslexia Week which proved to be fruitful and above all they have promoted moments of didactic comparison and socializing that make the school truly a privileged place to welcome and include each student with his uniqueness. “

Prof. Angela Nespoli

The “GC Falco” Technical Technological Institute: The School of Inclusion