The inclusion of students with Special educational needs through compensatory experiences

The didactic of the learning difficulties (LD) produces meaningful experiences if you have the courage to experiment with innovative approaches that go beyond the bureaucratic instructions provided by legislation. Subsequent regulatory changes to the law 104 of 1992 have certainly marked changes in the conceptual framework; but rarely in the methodological field they have produced significant innovations. The law 104/92 on disability has been a key instrument, not only for indications of to the definition and identification of the subject as a handicapped person, but also for the suggestions specifically addressed to inclusive education. Statistical data indicate a steady growth over the years regarding the number of certified pupils with disabilities in school. For example, it has gone from 1.7% of the school year 2000-2001 to 2.5% of the school year 2010-2011. The law 104/92 could in fact include several issues that, although present, they did not meet the parameters because not disabling. That is characterized by limit cognitive functioning, although in the standard. Law 170/2010, along with the decree of 20 July 2011 which implemented its provisions, sets out several key points with respect to the management of school inclusion for students with learning difficulties (LD). Since Law 170/2010 recognizes only four categories of disability (developmental dyslexia, dysorthography, dyscalculia and dysgraphia; all together called DSA, Disturbi Specifici di Apprendimento), it is evident that inclusion for LD students must be achieved through changes in teaching strategies used within the classroom. In Italy, 98% of students with learning disabilities attend regular classes. The school is the backbone network for the social inclusion of these subjects, and an indispensable support for families, especially in contexts of cultural deprivation. For 203,000 students with disabilities in the school there are 101,000 support teachers and 25,000 educators and assistants. On December 27, 2012by the Ministry of Education (MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca) was issued the directive “intervention tools for pupils with Special Educational Needs (BES, Bisogni Educativi Speciali) and territorial organization for school inclusion”: the number of cases becomes much wider. The student with disabilities is not identified exclusively with the certification, but you may refer to ICF (International Classification of Functioning) to identify pupils’ Special Educational Needs. The Ministerial Directive of 2012 and the subsequent clarifications of the Circular of 6 March 2013 in the BES group were included: disability, specific developmental disorders, (comprising the DSA of the law 170/2010, the specific language impairment widened the disturbances of understanding, specific disturbances of the nonverbal areas, mild autistic spectrum disorders, ADHD) the areas of socio-economic, linguistic and cultural disadvantage.