In Italian schools of all levels and grade pupils with disabilities are on the rise, plus 75 thousand over the past five years (+26%).
It is the picture photographed by the new Istat report onSchool inclusion of pupils with disabilitiesaccording to which the share of teachers for support With a specific training: from 63% to 73% in four years (but there are still many non -specialized teachers and 11% are assigned late).
From here, alasderives one still Too high discontinuity in teaching: more than one pupil out of two (57% of pupils with disabilities) has changed teacher for support from one year to the next, 8.4% during the same school year. A real discontinuity which weighs not only on the pupil, but also on the entire family, most of the time left alone, among a thousand long and expensive extracurricular therapies.
The Istat relationship
In the school year 2023/2024 they counted Almost 359 thousand disabled students In schools of all levels (4.5% of members, according to the Ministry), about 21 thousand more than the previous year (+6%). The share of pupils with disabilities is higher in primary and secondary schools of first instance, where it stands at 5.5%, while decreasing in kindergarten and secondary secondary school (3.2%and 3.5%respectively).
The most common disabilities:
According to the report, moreover, 37% of pupils with disabilities have more types of problem; In particular, the condition of multi-disposability is more frequent among pupils with intellectual disabilities (53% of cases).
More than a quarter of the students (28%) has a problem of autonomy, linked to the difficulty in move Inside the building, in eating, in going to the bathroom or communicating.
The most widespread difficulty concerns the communication (21%) or going to the bathroom (19%); The difficulties in moving or eating appear less frequent (13% and 8% respectively). Among students with autonomy problems, one in five is unable to carry out any of the four activities independently.
Almost all pupils have a certification of disability or disability (98%) which allows the activation of school support. Finally, another anomaly: a marginal share of pupils (1.3%) uses teaching support while not having a certification. In most cases they are pupils awaiting certification or with problems borderline To which the school decides to dedicate a part of the available resources.
