<div dir="ltr">Carissima, Carissimo,<div><div>mando lo stralcio finale dell'ottimo articolo dell'Avv.Nocera su Superando:</div><div><i style="font-family:Arial;font-size:medium"> </i><span style="font-family:Arial;font-size:medium">(</span><span style="font-family:Arial;font-size:medium"><a href="https://www.superando.it/2023/11/24/anche-lapposita-classe-di-concorso-per-il-sostegno-e-una-proposta-innovativa" rel="noopener noreferrer" target="_blank">https://www.superando.it/2023/11/24/anche-lapposita-classe-di-concorso-per-il-sostegno-e-una-proposta-innovativa</a>).</span><br></div><div><font color="#ff0000"><span style="font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">La nostra proposta è quindi di un </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;font-family:Arial,Verdana,sans-serif;text-align:justify">apposito corso di laurea triennale</strong><span style="font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> in Scienze dell’Educazione, seguito da un biennio di specializzazione, che comprenda la Pedagogia Speciale e le Didattiche Speciali, per rispondere ai </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;font-family:Arial,Verdana,sans-serif;text-align:justify">bisogni derivanti dalle prevalenti minorazioni</strong><span style="font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">, ossia tiflologia per la cecità; LIS-Lingua dei Segni Italiana per i sordi segnanti; lettura labiale e comunicazione orale per i sordi oralisti; lettura facile e CAA-Comunicazione Aumentativa Alternativa per la disabilità intellettiva; metodo ABA-Analisi Applicata del Comportamento per gli alunni con  disturbi del neurosviluppo; modalità di autonomia apprenditiva per alunni con disabilità motorie o difficoltà del linguaggio. </span></font><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">Ovviamente, chi voglia poi passare su cattedra curricolare, avendo già la laurea in Scienze dell’Educazione, con un biennio prenderà la laurea magistrale e potrà lasciare la cattedra di sostegno.</span><br style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">Tutto ciò permetterebbe </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">una seria valutazione della qualità inclusiva</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> realizzata nelle singole scuole e nel sistema d’istruzione.</span><br style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">In realtà il quarto articolo del citato Decreto Legislativo 66/17 (</span><em style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">Valutazione della qualità dell’inclusione scolastica</em><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">) è stato sì attuato, ma </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">“all’italiana”</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">; annualmente, infatti, le scuole debbono compilare un DAV (Documento di AutoValutazione), ovvero un questionario predisposto dall’INVALSI (Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e di Formazione), relativo appunto alla qualità realizzata per l’inclusione.</span><br style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">Ebbene, in esso vi sono </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">quesiti realmente risibili</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> del tipo «Realizzate l’inclusione nella Vostra scuola?». E chi potrebbe rispondere “No”, dal momento che ormai i nostri alunni e alunne con disabilità sono presenti ovunque? Altra domanda: «È un’inclusione di qualità?». E anche qui chi risponderebbe “no”? Queste ed altre risposte vengono poi condensate nel RAV (Rapporto di AutoValutazione) che il Ministero pubblica annualmente, secondo il quale «tutto va bene, madama la marchesa!». E invece </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">le cose non vanno affatto bene</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">, come ha dimostrato il professor Ianes con la </span><a href="https://www.superando.it/2023/11/17/linclusione-scolastica-e-un-valore-ma-ce-sfiducia-tra-gli-addetti-ai-lavori/" rel="noopener" target="_blank" style="color:rgb(81,150,0);margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border-top:none;border-right:none;border-bottom:1px dotted rgb(204,204,204);border-left:none;text-decoration-line:none;font-weight:bold;font-family:Arial,Verdana,sans-serif;text-align:justify">ricerca illustrata</a><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> al convegno di Rimini.</span><br style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">Se vogliamo quindi avere un rapporto serio, è necessario che vi sia pure la valutazione delle </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">famiglie</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> e di un </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">soggetto terzo</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">, come l’INVALSI o l’INDIRE (Istituto Nazionale di Documentazione Innovazione e Ricerca Educativa) e che le domande del DAV siano </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">ben più analitiche</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">: ad esempio, «La classe rispetta il tetto massimo di 20, massimo 22 alunni per classe, di cui al </span><a href="https://www.gazzettaufficiale.it/eli/id/2009/07/02/009G0089/sg" rel="noopener" target="_blank" style="color:rgb(81,150,0);margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border-top:none;border-right:none;border-bottom:1px dotted rgb(204,204,204);border-left:none;text-decoration-line:none;font-weight:bold;font-family:Arial,Verdana,sans-serif;text-align:justify">DPR 81/09</a><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">?»; «In classe c’è un docente specializzato?»; «I docenti curricolari hanno effettuato almeno un corso di aggiornamento sulle didattiche inclusive relative all’alunno attualmente presente in classe?»; «Ci sono sufficienti ausili, sussidi e strumenti tecnologici idonei a compensare i deficit degli alunni?»; «Gli assistenti per l’autonomia e la comunicazione sono competenti per i casi da loro seguiti e quali titoli di studio posseggono?»; «C’è continuità didattica con lo stesso alunno dei docenti di sostegno. come stabilito dall’articolo 1, comma 181, lettera c, n. 2 della Legge </span><a href="https://www.gazzettaufficiale.it/eli/id/2015/07/15/15G00122/sg" rel="noopener" target="_blank" style="color:rgb(81,150,0);margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border-top:none;border-right:none;border-bottom:1px dotted rgb(204,204,204);border-left:none;text-decoration-line:none;font-weight:bold;font-family:Arial,Verdana,sans-serif;text-align:justify">107/15</a><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"> e dall’articolo 14 del Decreto Legislativo 66/17?»; «C’è continuità educativa per gli assistenti per l’autonomia e la comunicazione?». Su quest’ultimo aspetto segnalo l’interessantissima recente pubblicazione di </span><strong style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">Paola Di Michele</strong><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">, intitolata </span><em style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify"><a href="https://www.erickson.it/it/l-assistenza-educativa-per-l-autonomia-e-la-comunicazione-degli-alunni?default-group=libri" rel="noopener" target="_blank" style="color:rgb(81,150,0);margin:0px;padding:0px;vertical-align:baseline;outline:none;background:transparent;border-top:none;border-right:none;border-bottom:1px dotted rgb(204,204,204);border-left:none;text-decoration-line:none;font-weight:bold">L’assistenza educativa per l’autonomia e la comunicazione degli alunni con disabilità</a></em><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">, pubblicata da Erickson, della quale ho avuto l’onore di scrivere la prefazione </span><em style="margin:0px;padding:0px;vertical-align:baseline;outline:none;font-size:15px;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial;border:none;color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;text-align:justify">[ripresa integralmente anche <a href="https://www.superando.it/2023/09/07/assistenti-allautonomia-e-alla-comunicazione-una-professione-molto-importante/" rel="noopener" target="_blank" style="color:rgb(81,150,0);margin:0px;padding:0px;vertical-align:baseline;outline:none;background:transparent;border-top:none;border-right:none;border-bottom:1px dotted rgb(204,204,204);border-left:none;text-decoration-line:none;font-weight:bold">sulle  nostre pagine</a>, N.d.R.]</em><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">.</span><br style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify"><span style="color:rgb(68,68,68);font-family:Arial,Verdana,sans-serif;font-size:15px;text-align:justify">Tornando ai DAV e ai RAB, senza quanto tutto detto, essi, almeno per l’inclusione scolastica, diventano una vera e propria “burletta!”.</span></div><div><br></div><span class="gmail_signature_prefix">-- </span><br><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><div dir="ltr"><b>invito a firmare la petizione al Ministro contro le raccomandazioni di prescrivere antipsicotici e altri psicofarmaci ai bambini con autismo</b></div><div><b><a href="http://chng.it/4PCKz4n6ct" target="_blank">http://chng.it/4PCKz4n6ct</a></b></div><div dir="ltr">Prof. Carlo Hanau<br>già docente di Programmazione e organizzazione dei servizi sociali e sanitari nelle Università di Modena e Reggio Emilia e di Bologna. </div><div dir="ltr">Presidente di A.P.R.I. Odv ETS pagina Facebook al link      <a href="https://www.facebook.com/APRI.ONLUS/" style="color:rgb(17,85,204)" target="_blank">https://www.facebook.com/APRI.ONLUS/</a></div><div><br><br style="color:rgb(34,34,34)"></div></div></div></div></div>