Workbook final

children with disabilities, however, not all children need support; children who need more support there is a

ratio 1:1 for their entire education. For university students, accommodations are to be guaranteed and special

tutorial services have to be set up.

The Ministry of Education provides for the formation and training of teachers in the field of inclusive education

(Article 14) and provides for: a) qualified counselling of pupils with disabilities, at least in secondary schools; b)

flexible organization of educational activities, open to individualized school programming; c) educational

continuity through consultations between the various grades. The curricula for a teaching diploma should offer

disciplines regarding inclusive education. For nursery and primary school teachers these disciplines are

mandatory. Regular training for teachers and health service operators has to be provided.

In every provincial school office, a working group is established including a technical inspector and

representatives of the school, municipalities, health operators and disability organizations (Article 15). They

offer consultation and collaborate for the conclusion of the agreements (Article 13). Similar working groups

composed of teachers, service operators, family members and pupils are established at each secondary school,

in order to collaborate on educational activities and to send an annual report to the Ministry of Education and

to the President of the regional assembly.

The progress assessment describes the disciplines that have been taught (set in Tailored Educational Plan) and

the support activities carried out (Article 16). School exams have to take into account the disciplines taught for

the student’s progress evaluation. In secondary schools, students with disabilities can take equivalent exams

with a longer timeframe, in presence of their assistants, and by using their specific necessary aids. In university,

students with disabilities may negotiate syllabuses and examination modalities. In all universities, the rector is

obliged to appoint a professor who coordinates all initiatives concerning inclusion at the university.

The Law contains also the right to free transport for all pupils with disabilities, the right to inclusive professional

education (Article 17), which is implemented and financed by the regions, as well as the right for pupils with

intellectual disabilities to attend special mixed educational, vocational and work programmes within secondary

schools (concluded with an evaluation documentation to assist their placement in workplaces).

The Law also established a National Observatory at the Ministry of Education composed of experts from

universities, school administrations and other local authorities, and of the National Disability Council, that

provides advice to the Ministry of Education, presents annual reports to the Parliament and which is chaired by

the Under-Secretary of State. In general, regional disparities in implementation, distribution of funds, access to

technology and availability of resources (transport, lack of accessible schools and well-trained teachers) are

reported.

10.

Appeal and redress can be pursued at the Administrative Tribunal (TAR) and through the Ombudsman

(Difensore civico).

The Amendment Act no. 17 of 1999 provided specific accommodations for university students with disabilities, requiring

universities to provide for a lecturer to be appointed by the vice-chancellor to support and coordinate all activities