This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
See section 2.1.1 of the mainstream Italy Archive.
See section 2.1.2 of the mainstream Italy Archive.
See section 2.1.3 of the mainstream Italy Archive.
In the age range from birth to 3, children with special educational needs are guaranteed a place in nursery schools (which normally cater for 3- to 6-year-olds); from 3 to 6 they are also guaranteed a place in nursery school; and from 6 to 15 (compulsory education), students with special educational needs are guaranteed a place and education in mainstream classes in mainstream education. Students with special educational needs who have completed compulsory education are further guaranteed admission to mainstream classes of post-compulsory upper secondary education and, once they have completed this phase, may also access higher education in universities or other institutions of higher education, provided they have reached the required academic level. Students with special educational needs who are temporarily unable to go to school for health reasons are also guaranteed education. The provincial Director of Education usually arranges mainstream classes for these students in hospitals, as detached units of state schools.8 Such classes can be organised at nursery, primary and lower secondary level, either in rehabilitation centres or hospitals, and are provided in conjunction with the local health authority and the public and private centres under contract to the Health Ministry and Labour Department.11
Virtually all children with special educational needs are integrated in mainstream education (see 1.2.1), and specialist support is provided. However, a few special institutes for the blind, deaf or speech impaired remain. These existed prior to the legislation on student integration.5,6
In 1995, 99.08 per cent of students of compulsory school age with special educational needs were taught in mainstream schools.11
By 2004, the percentage of children of compulsory school age in special schools was 0.03 per cent. 26
Earlier assessments on the number of students with special educational needs in Italy revealed that, in 1990, about 1.3 per cent (about 108,000 of more than 8.5 million in the total population) were identified as having special educational needs. The majority of these were educated in mainstream schools. Given the low number of special schools, the total population with special educational needs placed in segregated settings can be estimated at below 0.5 per cent.8
School integration of students with special educational needs into mainstream units and classes of any kind and level of education, is achieved through a coordinated plan of school services, health and social assistance, cultural, recreation and sport centres as well as through activities managed by public or private bodies. Technical equipment and educational instruments are supplied to schools and universities.8
There are currently 26 separate special schools, as follows:
| Special schools | For the blind | For the deaf and speech-impaired |
| Primary schools | 5 | 6 |
| Lower secondary schools (scuole medie).8 | 12 | 3 |
Number of students with special educational needs in state schools, divided as to level of school . 20
| 1994-1995 | 1997-1998* | 1999-2000 | |||||||
| Level | Number of student | % of total students | Number of students | Number of students | % of total students | ||||
|
State nursery school
|
8,763
|
1.08
|
9,896 |
8,843 |
1.06 | ||||
|
State primary school
|
48,559
|
1.88
|
49,279 |
51,089 |
1.99 | ||||
|
Lower secondary school |
42,508 |
2.46 |
42,244 |
42,551 |
2.53 | ||||
|
Upper secondary school |
5,811 |
0.55 |
13,362 |
20,672 |
0.93 | ||||
|
Totals |
- |
- |
114,781 |
124,155 |
1.68 | ||||
*Percentages not available for academic year 1997-98
Funding and control of provision
Provision is usually publicly-funded. A group of experts in school integration advises the Provincial Director of Education and each school. This group of experts collaborates with local authorities and with the local health authority in drawing up a plan to implement individual education programmes and other activities concerning integration of students with special educational needs.8