The right to education of pupils with disabilities is configured as a fundamental right, the core of which must always be safeguarded (even beyond possible organisational and resource shortages): the main tool for realising it is inclusion in common schools and classes. In order to realize it, however, it is necessary for the public administration to adopt several formal acts within specific procedures. First of all, the existence of the state of handicap or disability must be declared, through a collegial assessment by a commission of the local health authority, to which, if requested by the parents, can be added the assessment of the condition of developmental disability for the purposes of school inclusion. Hence, it is necessary to draw up the Functioning Profile (PF), for the subsequent formulation of the Individualised Educational Plan (PEI), which is to be considered part of the ‘individual life project’ referred to in Article 14 of the framework law on social services (Law no. 328 of 8 November 2000). According to the law, the PEI must ‘set out the methods of didactic support, including the proposal of the number of hours of support for the class, the methods of verification, the assessment criteria, the inclusion interventions carried out by the teaching staff within the class and in specific projects, the assessment in relation to individualized planning, as well as the hygienic and basic assistance interventions carried out by auxiliary staff within the school plexus and the proposal of professional resources to be allocated to assistance, autonomy and communication’. All the above-mentioned documents (and the additional ones that are important to the disabled person’s education, such as the Educational Offer Plan - POF) have a multiple content, certifying, prognostic, evaluating, planning. They are adopted at the end of complex procedures, in which there is an undoubted exercise of administrative power and within the scope of which there are various subjective legal situations, both of subjective right and of legitimate interest. Moreover, the plurality of the bodies and entities called upon to operate, the fragmentation of their competences and the multiplicity of documents to be prepared – and then adopted as mere acts or as administrative measures – entail a real and widespread risk that school inclusion becomes a formal, complicated and laborious fulfilment, instead of an operational project.

Il diritto all’istruzione degli alunni con disabilità si configura come un diritto fondamentale, il cui nucleo essenziale va sempre salvaguardato (anche al di là delle eventuali carenze organizzative e di risorse): di esso il principale strumento di realizzazione è costituito dall’inclusione nelle scuole e nelle classi comuni. Per realizzarla occorre, però, che la pubblica amministrazione adotti svariati atti formali nell’ambito di specifici procedimenti. Innanzitutto, deve essere dichiarata la sussistenza dello stato di handicap o di disabilità, tramite un accertamento collegiale ad opera di una commissione dell’Azienda sanitaria locale, a cui, se richiesto dai genitori, si può aggiungere l’accertamento della condizione di disabilità in età evolutiva ai fini dell’inclusione scolastica. Quindi, occorre redigere il profilo di funzionamento (PF), ai fini della successiva formulazione del piano educativo individualizzato (PEI), che va considerato parte del “progetto individuale di vita” di cui all’art. 14 della legge quadro sui servizi sociali (l. 8 novembre 2000, n. 328). In base alla legge, il PEI deve «esplicita[re] le modalità di sostegno didattico, compresa la proposta del numero di ore di sostegno alla classe, le modalità di verifica, i criteri di valutazione, gli interventi di inclusione svolti dal personale docente nell’ambito della classe e in progetti specifici, la valutazione in relazione alla programmazione individualizzata, nonché gli interventi di assistenza igienica e di base, svolti dal personale ausiliario nell’ambito del plesso scolastico e la proposta delle risorse professionali da destinare all’assistenza, all’autonomia e alla comunicazione». Tutti i documenti anzidetti (e quelli ulteriori che assumono rilievo per l’istruzione del disabile, come il Piano dell’offerta formativa - POF) hanno un molteplice contenuto, certificatorio, prognostico, valutativo, programmatorio. Essi sono adottati al termine di complessi procedimenti, nei quali vi è un indubbio esercizio di potere amministrativo e nel cui ambito si riscontrano diverse situazioni giuridiche soggettive, sia di diritto soggettivo che di interesse legittimo. Peraltro, la pluralità degli organi ed enti chiamati ad operare, la frammentazione delle loro competenze e la molteplicità dei documenti da predisporre – e poi adottare quali meri atti o quali provvedimenti amministrativi – comportano un rischio concreto e diffuso che l’inclusione scolastica diventi un adempimento formale, complicato e faticoso, invece che un progetto operativo.

(2024). Il diritto all’inclusione degli alunni con disabilità di fronte alle potestà dell’amministrazione scolastica . Retrieved from https://hdl.handle.net/10446/296346

Il diritto all’inclusione degli alunni con disabilità di fronte alle potestà dell’amministrazione scolastica

Troilo, Silvio
2024-01-01

Abstract

The right to education of pupils with disabilities is configured as a fundamental right, the core of which must always be safeguarded (even beyond possible organisational and resource shortages): the main tool for realising it is inclusion in common schools and classes. In order to realize it, however, it is necessary for the public administration to adopt several formal acts within specific procedures. First of all, the existence of the state of handicap or disability must be declared, through a collegial assessment by a commission of the local health authority, to which, if requested by the parents, can be added the assessment of the condition of developmental disability for the purposes of school inclusion. Hence, it is necessary to draw up the Functioning Profile (PF), for the subsequent formulation of the Individualised Educational Plan (PEI), which is to be considered part of the ‘individual life project’ referred to in Article 14 of the framework law on social services (Law no. 328 of 8 November 2000). According to the law, the PEI must ‘set out the methods of didactic support, including the proposal of the number of hours of support for the class, the methods of verification, the assessment criteria, the inclusion interventions carried out by the teaching staff within the class and in specific projects, the assessment in relation to individualized planning, as well as the hygienic and basic assistance interventions carried out by auxiliary staff within the school plexus and the proposal of professional resources to be allocated to assistance, autonomy and communication’. All the above-mentioned documents (and the additional ones that are important to the disabled person’s education, such as the Educational Offer Plan - POF) have a multiple content, certifying, prognostic, evaluating, planning. They are adopted at the end of complex procedures, in which there is an undoubted exercise of administrative power and within the scope of which there are various subjective legal situations, both of subjective right and of legitimate interest. Moreover, the plurality of the bodies and entities called upon to operate, the fragmentation of their competences and the multiplicity of documents to be prepared – and then adopted as mere acts or as administrative measures – entail a real and widespread risk that school inclusion becomes a formal, complicated and laborious fulfilment, instead of an operational project.
2024
Troilo, Silvio
File allegato/i alla scheda:
File Dimensione del file Formato  
PDF - Relazione Salerno 2023.pdf

Solo gestori di archivio

Versione: publisher's version - versione editoriale
Licenza: Licenza default Aisberg
Dimensione del file 578.98 kB
Formato Adobe PDF
578.98 kB Adobe PDF   Visualizza/Apri
Pubblicazioni consigliate

Aisberg ©2008 Servizi bibliotecari, Università degli studi di Bergamo | Terms of use/Condizioni di utilizzo

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/296346
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact