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L’inclusion of students with disabilities is based on the collaboration of different professional figures. Often, however, it tends to confuse the roles: support teacher and assistant to the autonomy and communication they have tasks which are distinct but complementary.
Teacher support
specialized teacher to all effects, specializzato in pedagogy and inclusive schools.
As is assigned: through the Ministry of Education, based on the Individual Educational programme (IEP).
Main tasks:
- Design and implement strategies learning personalized.
- Foster learning and participation of the pupil.
- Working together teachers curriculum for adapt contents to the needs of the student.
- Evaluate the student according to shared criteria from the teaching team.
Objective:
- guarantee that all may access to knowledge, participate in activities and develop their skills.
Assistant to the autonomy and communication
specialized operator socio-educational or specializing in communication (e.g. LIS, CAA).
As is assigned to it: by the Municipality or by the local Authority, at the request of the school and the family.
Main tasks:
- Encourage personal autonomy (travel, organization, school material, the use of compensatory measures).
- Supporting communication (translation LIS, facilitation with Augmentative Alternative Communication, mediation, relational).
- Support the participation in the life of the school (pause, workshops, social events).
Objective:
- to reduce the barriers to practice, communication and social skills, promoting the inclusion of 360°.
Normative references
- Law 104/1992 – establishes the right to inclusive education and the allocation of the support teacher
- Decreto Legislativo 66/2017
- Decreto Legislativo 96/2019 (Entrambi i Decreti rafforzano il modello inclusivo e definiscono meglio il ruolo delle figure di supporto)
- MIUR guidelines 2009 and later – clarify the mode of collaboration between the schools, local authorities and families.
- Linee Guida MIUR 2009 e successive – chiariscono le modalità di collaborazione tra scuola, enti locali e famiglie
Practical example
Imagine a pupil deaf:
- L’teacher support prepares educational materials that are accessible, simplifies the written language and coordinates the educational strategies with the teachers of the class.
- Lassistant to the autonomy and communication results the lessons in the Italian sign language (LIS) or facilitates communication with the CAA, allowing the student to follow actively in the activities.
Key difference
- Lteacher support careeducational and pedagogical.
- The assistant autonomy and communication it focuses on the practical support, relational, and communicative.
- Both working in synergy with the class council, the school and the family to ensure a project inclusive really effective.
Call to action:
Join the conversation!
Tells your experience and help us to build a school really inclusive! Write on info@rightforinclusion.it or sezione partecipa of rightforinclusion.en