The Italian Leadership on Inclusive Education: Myth or Reality?

Abstract

Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.

Inclusive Education in Nepal and Role of School Psychologist

“…Italy has been at the forefront in the practise and implementation of inclusive education as it has been in practise in Italy since the 1970s, and because of this, they have been involved in the development and renewal of inclusive education policies (Marsili, Morganti, & Signorelli, 2021). Following the conclusion of a parliamentary committee that "every situation of human, cultural, and social exclusion can cause failure in developing potential in each individual, and compulsory education along with school structure can Inclusive Education in Nepal and Role of School Psychologist contribute in overcoming it," Italy abolished the special education system in favour of an integrated school system.In this phase of implementation of inclusive education policies, they used the concept of "assimilation" at first and then the concept of "integration," and this helped with the development of policies and also implementation (Marsili, Morganti, & Signorelli,2021).…”

“…A parliamentary committee observed that "every situation of human, cultural, and social exclusion can cause failure in developing potential in each individual, and compulsory education along with school structure can contribute in overcoming it," so Italy dismantled the special education system in favour of an integrated school system. In this phase of implementation of inclusive education policies, they used the concept of "assimilation" at first and then the concept of "integration," and this helped with the development of policies and also implementation (Marsili, Morganti, & Signorelli, 2021). They also state that the use of flexibility in curriculum was one of the major innovations that helped the educators work according to the needs of students in various shapes and forms during its inception.…”

Enhancing Latvia’s Early Childhood Preventive System through a Comparative Analysis with Italy

“…The adoption of this law demonstrates a clear shift from a medical education model to a social education model in Italy, indicating the need to transform society to align with the needs of individuals with disabilities (Marsili et al, 2021). With the establishment of the International Classification of Functioning, Disability and Health (ICF) (WHO, n.d.) and the initiation of its implementation in Italy, a transition to a biopsychosocial approach is taking place.…”

“…Concurrently, the ICF fosters a multidisciplinary perspective, facilitating dialogue and collaboration across various domains: health, social, educational, clinical, and statistical (Sannipoli, 2015). The statutory acts adopted in 2017 (Decreto legislativo 13 aprile 2017, n. 66) and 2019 (Decreto legislativo 7 agosto 2019, n. 96) have integrated the ICF's theoretical and practical structure, strengthening those changes that, step by step, lead to a new inclusive model (Marsili et al, 2021).…”

“…These countries were chosen in the context of positive OECD research on good practices in inclusive education (Raščevska et al, 2019). Italy and Portugal were selected as the next countries to be studied in the context of early childhood intervention systems, as they have fully implemented inclusive education at all levels of education (from pre-school to university) and have the relevant legislation in place (Begeny & Martens, 2007;Ianes, 2020;Marsili et al, 2021;UNESCO, 2020). This research has led to a number of valuable insights, system characteristics and architectures, which the Latvian working group hopefully will consider when designing Latvian early intervention and inclusive education systems while bearing in mind the historical and cultural differences between the countries (Bürli, 2019).…”