7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
7.5.7 Key priorities, innovative practices and research in initial teacher training
7.5.7.1 Key priorities for initial teacher training for teachers working with students with special needs
7.5.7.2 Innovative practice for initial teacher training for teachers working with students with special needs
7.5.7.3 Use of research for initial teacher training for teachers working with students with special needs
7.5.7.4 Priorities for research in initial teacher training for teachers working with students with special needs
7.5.7.5 Research influencing initial teacher training for teachers working with students with special needs
7.5.7.6 Recruitment incentives for initial teacher training for teachers working with students with special needs
Students with special educational needs attend mainstream schools in Italy. Separate special provision does not generally exist, although there are a few special institutes for the blind and deaf that existed prior to the current regulations on pupil integration.21
The Law of 28 March 2003/5323 on the reform of the education system will introduce changes to initial teacher training (see 7.1.1 of the mainstream archive). Under these reforms, all initial teacher training courses will include activities related to the integration in school of students with special educational needs.21
Since 1992 and the introduction of framwork law no. 10425, which provided regulations for the assistance, social integration and rights of disabled people, support teachers for students with special educational needs have been appointed in mainstream schools. Such teachers must have the necessary specialist qualifications.21
The number of support teacher posts is established by law and is based on the total number of students enrolled (one teacher post for every 138 students). In cases of extremely serious special needs, it is, however, possible to employ additional support teachers under temporary contracts. The number of support teachers established at national level is subdivided at regional level by the Ministry of Education and, subsequently, further subdivided at school level by the Uffici Scolastici Regionali, taking into consideration the actual numbers of students with special educational needs in schools.21
Specialist support teachers are available in primary, lower secondary and upper secondary schools. In addition, in some primary schools rehabilitation therapists are employed to assist small numbers of children with extremely serious special needs.21
Teachers with specialist training can be employed to teach in rehabilitation centres and hospitals.21
General
Initial teacher training is currently offered by universities. Teachers wishing to specialise in supporting students with special educational needs receive additional training provided within the ordinary initial teacher training course.21
See 7.1.2, 7.2.2, 7.3.2 and 7.4.2 of the mainstream archive for further information on initial teacher training courses.
Support teachers
Support teachers assigned to ordinary classes or units with students with special educational needs must be qualified teachers and, in addition, must have a specialist qualification obtained on completion of a specialist two-year course of training. The specialist two-year training courses for support teachers were introduced as a result of a 1986 Ministry Decree4 and aim to ensure that teachers are qualified to teach children with a range of special needs.11 22
In addition, the Ministry of Public Education (Ministero della pubblica istruzione) makes provision for in-service teacher training courses focusing upon integration of children with special needs into (mainstream) schools. Some courses can also include the staff of the local health authority and local authorities involved in education and rehabilitation plans.22
For admission to the specialist two-year course of training for support teachers, candidates must already be qualified teachers.22
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At all levels of initial teacher training, specific teaching activities concerning the integration of pupils with special needs in schools are included in the content of courses. These activities last for at least 400 hours, of which a minimum of 100 hours are spent in obtaining practical experience in the support sector. This enables the qualification to be valid for carrying out support teaching activities, and can be relevant for admission to the examination for places on the specialist course for future support teachers.21
The specialist two-year training course for support teachers provides training in three main areas: psycho-physical special needs, visual special needs and auditory special needs.11
Teachers who have completed the two-year specialist theoretical and practical teaching course for teaching students with special needs receive a specialist qualification which enables them to teach in schools. They become mainstream teachers and participate in educational planning for students with special needs and in the drawing-up and assessment of activities.22
Administrative and teaching staff in the few segregated special schools for the blind or for the deaf and hearing impaired which exist must also possess the above qualification.8
For information on probationary periods for teachers trained to teach in mainstream schools, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream archive.
For information on post-qualification induction periods for teachers trained to teach in mainstream schools, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream archive.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.