See section 1.2 of the mainstream Italy Archive.
Education for children with disabilities/difficulties
In Italy, a person is defined as being "handicapped" when his/her physical, psychological or sensory disability is steady or progressive, when it causes difficulty in learning, relationships or integration into working life, and when it is serious enough to give rise to social disadvantage or social exclusion. A single or multiple disability is regarded as serious when, taking into account the age of the person, it diminishes personal autonomy, thus requiring the provision of permanent assistance.8
The education system in Italy provides full integration in state schools and pre-schools for children who have special educational needs, irrespective of the extent of these needs.7 Law no. 517 of 19774 profoundly modified the criteria and methods of special education, providing for the insertion and integration of children with special educational needs in normal (mainstream) classes.5 The inclusion of children with difficulties in mainstream education is believed to provide an opportunity for all children to become more mature.20
Further legislation in 1992 (Framework Law 104/92 on Special Needs/Handicaps)6 provided regulations to ensure the integration of those with special needs at all levels and in every aspect of social life, and the Local Health Facilities Act of 19947 determined precise norms for the diagnosis and certification of those with special needs, leading to their integration in schools. In addition, the Single Text of 19948 outlines the rules in effect to ensure "scholastic integration" (see below).9
Framework Law 104/9210 stipulates that:
infants with special needs from 0 to 3 years of age must be allowed to attend nursery school; and
the right to an education is guaranteed to those with special needs in nursery school, in ordinary classes of mainstream schools of every type and level, and in universities.11
It also defines the general objectives of "scholastic integration" of those with special needs as follows:
Scholastic integration has as its objective the development of the potential of the handicapped person in learning, communication, relationships and socialisation. The … right to an education and instruction cannot be hindered by learning difficulties or other difficulties deriving from disabilities connected with the handicap.11
The aim of the system of education for children with special educational needs is that students should complete compulsory education with results that will render them employable.11
Regional language education
Italian is the official language of education, although in some (frontier) areas, the use of the local language (French, German, Ladin or Slovene) is officially authorised for local authority documents and for education. These areas have a special form of autonomy and are known as "Special Status Regions".9,12