<i>Integrazione scolastica</i>and the development of inclusion in Italy: does space matter?

D’Alessio, Simona

doi:10.1080/13603116.2012.655495

Cited by 19 publications

(1 citation statement)

References 15 publications

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“…This confirms the trend that has already emerged from other research findings (Canevaro, D'Alonzo, and Ianes 2009;Canevaro et al 2011;D'Alessio 2007D'Alessio , 2011D'Alessio , 2012ISTAT 2012) and raises a number of questions: How worthwhile is partial participation? Is it simply the reaction of schools that do not know how to effectively apply the methods that are needed when working in classes that contain students with disabilities, and therefore remove them from the classroom?…”

Section: Discussionsupporting

confidence: 88%

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Ianes

Demo

Zambotti

2013

International Journal of Inclusive Education

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Italy is famous for having the highest percentage of students with disabilities attending 'the school for all' (integration). However, in recent studies, the reality of integration seems to be more complex. Integration has reached some important goals (e.g. longer school careers), but while the Italian school system envisages the full participation of all students in normal class activities, there are various problems with the way in which integration is managed day-to-day. This study has two aims: to ascertain the extent to which the Italian legislation on integration is applied in practice and to assess the effectiveness of integration in terms of reaching the learning and social development objectives for students with disabilities and the class as a whole. The article describes the data collected though an online questionnaire compiled by 3230 Italian school staff members, mostly teachers. First, it shows that the integration experience of most of the students with disabilities takes the form of partial participation in class activities. Reasons for it are hypothesised. Second, the teachers' level of satisfaction with the learning and social skills of both students with disabilities and the class is generally positive. A although by no means outstandingly so. † We have adopted the word 'integration' given the specific meaning it has within the Italian context. We argue that the Italian school system is an inclusion-oriented school system, in the sense that compulsory education is organised in a way that unifies the school career of all students, independently from their abilities and social or cultural background. Nevertheless, school laws never explicitly mention the aim for schools to become institutions that grant high-quality education and full participation 'for all' in the broader inclusive sense. Instead, a variety of laws fix specific measures for specific groups of students that are at risk of exclusion, e.g. students with disabilities or with an immigrant background. We see integration as part of the broader concept of inclusion, focussing on the way the Italian school system grants full participation and high-quality achievement for children and students with disabilities. We use the expression 'students with disabilities' instead of the expression 'disabled students' with the intention to stress the neutral word 'student' and to signal that the disability is only one of the person's characteristics as a student.

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Section: Discussionsupporting

confidence: 88%

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Ianes

Demo

Zambotti

2013

International Journal of Inclusive Education

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Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System

Dovigo

2023

International Perspectives on Exclusionary Pressures in Education

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Researching Disability in Inclusive Education

D’Alessio¹

2013

Purpose, Process and Future Direction of Disability Research

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Integrazione scolasticaand the development of inclusion in Italy: does space matter?

Cited by 19 publications

References 15 publications

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Integration in Italian schools: teachers' perceptions regarding day-to-day practice and its effectiveness

Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System

Researching Disability in Inclusive Education

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