- Categoria: Scuola e dintorni
Teachers' skills in the inclusive school system
Article Index
Al fine di ottenere una reale inclusione degli alunni/studenti con disabilità, risulta fondamentale che gli insegnanti su posto di sostegno risultino preparati in modo da saper rispondere sia alle loro necessità speciali sia ai bisogni di integrazione e normalità. Ma quali sono le competenze che vanno perseguite nella formazione dei futuri insegnanti specializzati per il sostegno? La risposta a questa domanda risulta di grande attualità e il presente articolo mira a questo obiettivo.
Il confronto con altri Paesi può risultare illuminante. In particolare con quelle realtà in cui la formazione degli insegnanti in materia di educazione speciale risulta concepita come elemento costitutivo e irrinunciabile del curriculum formativo di tutti gli insegnanti, non solo di coloro che si occupano di alunni/studenti con disabilità. Tale opzione ha una caratteristica innovativa, perché elimina la separazione assoluta, ancora oggi presente in molti paesi, tra insegnanti ordinari (disciplinari) e insegnanti di sostegno.
This article is about the need of an inclusive scholastic systemIn the first part, the main points of the Salamanca Statement (Spain, 1994) are related. This document declares that every child has a fundamental right to education, which has to be accomplished in a way that bears on each child's differences, characteristics and needs.
On doing this, ordinary schools assume an inclusive trend, that is the most efficient way to fight discriminatory attitudes and to create receiving communities to achieve an inclusive society and to spread instruction to everybody.
This pedagogy is predicated on the idea that differences must be considered normal. In fact the full realization of an inclusive educational system does not consist of placing someone with disabilities in school, but in transforming the school into a place where broad-mindedness and the acceptance of differences become what characterizes and qualifies the organization, and educational and formative purposes. The Salamanca Statement considers educational problems, and includes global and permanent changes in the educational system. Schools have to contend with reality avoiding the use of the schools have to contend with reality, avoiding reactive responses by dealing pro-actively with “diversity” and “special needs” as constitutive and structural elements of educational demand.
The main topic of the second part is the professional development of support teachers. In fact the professional development of classroom and support teachers is an important means to developing inclusive education. Educational institutions need to be stalwart and open to deep changes, especially regarding organization and management.
The document published in UK in 2004 by the Department for Education and Skill, entitled Removing Barriers to Achievement the Government Strategy for SEN is now analyzed. This document supports the need for a special educational formation at ITT(Initial Teachers Training) level for every candidate teacher. In this way, SEN students are not only the responsibility of support teachers, but also of regular teachers, because both of them are involved in the elaboration of individual courses for SEN individual.
Besides this, the document also points out that the skills that support teacher training should be taught as from a comparative analysis of the education systems of the different European countries and finds out the skills a support teacher should have at the end of the training to operate in a inclusive school system.
