ABSTRACT
After Act 517/1977 many other laws and ministerial circulars followed, issued by the ‘Ufficio speciale per i problemi degli alluni handicappati’, by which the realisation of integration was supported: in Circular 169/1978 total integration was advocated again, while attention was also drawn to the need to take account in education of the specific requirements of each individual and class; in Circular 258/1983 the emphasis was laid on cooperation between schools, local authorities and local health centres with regard to the care of handicapped pupils. It is deemed particularly important that measures are taken in time in order to prevent poor adaptation and segregation. Yearly, an educational programme has to be drawn up for the handicapped pupil by the teacher. Circular 250/1985 goes deeper into this matter. It refers to a ‘functional diagnosis’ which, through extensive collaboration between the parties involved (local health centres, school, pupil, parents), should result in an individualised educational programme, which has to be carefully integrated into the total educational programme.
