Among the novelties expected to emerge next year is the possibility that the initial training path for future preschool and primary school teachers will be strongly innovated. There is, in fact, a provision, contained in Legislative Decree 66/2017 the socalled ‘inclusion decree’ that would add 60 university training credits (CFUs) of Special Pedagogy to the qualifying course of study for teaching in preschool and primary schools. Not, therefore, of ‘support teachers’ but of everyone, including socalled ‘curricular’ teachers. This is a legislative measure that would have a very strong impact at the educational level and could really have a profound effect in defeating that mental attitude defined for some time now as the ‘delegation process’, i.e. that mechanism whereby curricular teachers tend to shift the ‘taking charge’ of pupils and students with disabilities onto support teachers. This contribution will retrace the path that led to the current figure of the support teacher, making a comparison with the results of some international surveys, with the aim of showing the importance of the implementation of this law, which completes a fundamental aspect of the ‘inclusive teacher profile’, as defined in the scientific literature.
Tra le novità che dovrebbero palesarsi nel 2025, c’è la possibilità che venga fortemente innovato il percorso di formazione iniziale per i futuri docenti di scuola dell’Infanzia e di scuola Primaria. Vi è infatti una norma, contenuta nel decreto legislativo 66/2017 c.d. “decreto sull’inclusione” , che aggiungerebbe 60 crediti formativi universitari (CFU) di Pedagogia speciale al percorso di studi abilitante all’insegnamento nelle scuole d’Infanzia e primarie. Non, dunque, degli insegnanti di sostegno bensì di tutti i docenti, compresi i c.d. “curricolari”. Si tratta di un provvedimento normativo che avrebbe un fortissimo impatto a livello formativo e potrebbe davvero incidere a fondo per sconfiggere quell’atteggiamento mentale definito ormai da tempo come “processo di delega”, ossia quel meccanismo per cui i docenti curricolari tendono a spostare sui docenti di sostegno la “presa in carico” di alunni e studenti con disabilità. In questo contributo si ripercorreranno le tappe che hanno portato all’attuale figura del docente di sostegno, operando un raffronto con i risultati di alcune indagini internazionali, con l’obiettivo di mostrare l’importanza dell’attuazione di tale norma, che implementa un aspetto fondamentale del “profilo dell’insegnante inclusivo”, così come definito nella letteratura scientifica.
Nuovi percorsi di formazione per l’inclusione scolastica • New training paths for school inclusion
Raffaele Ciambrone
2024-01-01
Abstract
Among the novelties expected to emerge next year is the possibility that the initial training path for future preschool and primary school teachers will be strongly innovated. There is, in fact, a provision, contained in Legislative Decree 66/2017 the socalled ‘inclusion decree’ that would add 60 university training credits (CFUs) of Special Pedagogy to the qualifying course of study for teaching in preschool and primary schools. Not, therefore, of ‘support teachers’ but of everyone, including socalled ‘curricular’ teachers. This is a legislative measure that would have a very strong impact at the educational level and could really have a profound effect in defeating that mental attitude defined for some time now as the ‘delegation process’, i.e. that mechanism whereby curricular teachers tend to shift the ‘taking charge’ of pupils and students with disabilities onto support teachers. This contribution will retrace the path that led to the current figure of the support teacher, making a comparison with the results of some international surveys, with the aim of showing the importance of the implementation of this law, which completes a fundamental aspect of the ‘inclusive teacher profile’, as defined in the scientific literature.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
