performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too; — special support; in Act 517/1977 there is no mention of support teachers, but of special forms of support. The concept of special teacher became officially accepted later, in Circular 199/1979. This teacher is not assigned to an individual pupil, but is in actory available for support for the whole school (Bürli, 1985). Act 270/1982 provides the key to the number of support teachers that has to be decided annually. A school is entitled to one support teacher per two handicapped pupils in the case of severe handicaps (such as Down’s syndrome or severe psychomotor disturbances) and to one support teacher per four moderate or mildly handicapped children (mild hearing impairment, paraplegia). Support teachers in pre-school education work 30 hours a week, in primary education 24 hours and at the comprehensive school 18 hours a week (Lunetta, 1987); — activities in small groups with a flexible structure and new manuals for the most important subjects (ibid.); — the social-psychological-pedagogical team; at first, this was organised by the municipalities, later by the USL (organisation of local health services) (Guidi, 1986). The USLs were established by Act 833/1978 (Lunetta, 1987). Support services (services for social welfare, health and school guidance) for special education fall under the Department of Public Health. These services are administered regionally. In the sixties, the medical profession got a place in education, initially to give vaccinations and examine pupils with behavioural problems. In the late sixties psychologists and pedagogues were also appointed by the local health care services. In so-called psycho-pedagogical groups they gave information to teachers. At present, support is provided by multi-disciplinary teams that usually consist of psychologists, speech therapists and education officers. Besides, the class assistant is an important aid in regular classes (Bürli, 1985); — the replacement of the term ‘handicapped’ by ‘portatori di handicap’ (‘carrier’ of a handicap). This is an essential distinction,

doi:10.4324/9780203976289-12

Chapter

performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too; — special support; in Act 517/1977 there is no mention of support teachers, but of special forms of support. The concept of special teacher became officially accepted later, in Circular 199/1979. This teacher is not assigned to an individual pupil, but is in actory available for support for the whole school (Bürli, 1985). Act 270/1982 provides the key to the number of support teachers that has to be decided annually. A school is entitled to one support teacher per two handicapped pupils in the case of severe handicaps (such as Down’s syndrome or severe psychomotor disturbances) and to one support teacher per four moderate or mildly handicapped children (mild hearing impairment, paraplegia). Support teachers in pre-school education work 30 hours a week, in primary education 24 hours and at the comprehensive school 18 hours a week (Lunetta, 1987); — activities in small groups with a flexible structure and new manuals for the most important subjects (ibid.); — the social-psychological-pedagogical team; at first, this was organised by the municipalities, later by the USL (organisation of local health services) (Guidi, 1986). The USLs were established by Act 833/1978 (Lunetta, 1987). Support services (services for social welfare, health and school guidance) for special education fall under the Department of Public Health. These services are administered regionally. In the sixties, the medical profession got a place in education, initially to give vaccinations and examine pupils with behavioural problems. In the late sixties psychologists and pedagogues were also appointed by the local health care services. In so-called psycho-pedagogical groups they gave information to teachers. At present, support is provided by multi-disciplinary teams that usually consist of psychologists, speech therapists and education officers. Besides, the class assistant is an important aid in regular classes (Bürli, 1985); — the replacement of the term ‘handicapped’ by ‘portatori di handicap’ (‘carrier’ of a handicap). This is an essential distinction,

Chapter

performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too; — special support; in Act 517/1977 there is no mention of support teachers, but of special forms of support. The concept of special teacher became officially accepted later, in Circular 199/1979. This teacher is not assigned to an individual pupil, but is in actory available for support for the whole school (Bürli, 1985). Act 270/1982 provides the key to the number of support teachers that has to be decided annually. A school is entitled to one support teacher per two handicapped pupils in the case of severe handicaps (such as Down’s syndrome or severe psychomotor disturbances) and to one support teacher per four moderate or mildly handicapped children (mild hearing impairment, paraplegia). Support teachers in pre-school education work 30 hours a week, in primary education 24 hours and at the comprehensive school 18 hours a week (Lunetta, 1987); — activities in small groups with a flexible structure and new manuals for the most important subjects (ibid.); — the social-psychological-pedagogical team; at first, this was organised by the municipalities, later by the USL (organisation of local health services) (Guidi, 1986). The USLs were established by Act 833/1978 (Lunetta, 1987). Support services (services for social welfare, health and school guidance) for special education fall under the Department of Public Health. These services are administered regionally. In the sixties, the medical profession got a place in education, initially to give vaccinations and examine pupils with behavioural problems. In the late sixties psychologists and pedagogues were also appointed by the local health care services. In so-called psycho-pedagogical groups they gave information to teachers. At present, support is provided by multi-disciplinary teams that usually consist of psychologists, speech therapists and education officers. Besides, the class assistant is an important aid in regular classes (Bürli, 1985); — the replacement of the term ‘handicapped’ by ‘portatori di handicap’ (‘carrier’ of a handicap). This is an essential distinction,

DOI link for performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too; — special support; in Act 517/1977 there is no mention of support teachers, but of special forms of support. The concept of special teacher became officially accepted later, in Circular 199/1979. This teacher is not assigned to an individual pupil, but is in actory available for support for the whole school (Bürli, 1985). Act 270/1982 provides the key to the number of support teachers that has to be decided annually. A school is entitled to one support teacher per two handicapped pupils in the case of severe handicaps (such as Down’s syndrome or severe psychomotor disturbances) and to one support teacher per four moderate or mildly handicapped children (mild hearing impairment, paraplegia). Support teachers in pre-school education work 30 hours a week, in primary education 24 hours and at the comprehensive school 18 hours a week (Lunetta, 1987); — activities in small groups with a flexible structure and new manuals for the most important subjects (ibid.); — the social-psychological-pedagogical team; at first, this was organised by the municipalities, later by the USL (organisation of local health services) (Guidi, 1986). The USLs were established by Act 833/1978 (Lunetta, 1987). Support services (services for social welfare, health and school guidance) for special education fall under the Department of Public Health. These services are administered regionally. In the sixties, the medical profession got a place in education, initially to give vaccinations and examine pupils with behavioural problems. In the late sixties psychologists and pedagogues were also appointed by the local health care services. In so-called psycho-pedagogical groups they gave information to teachers. At present, support is provided by multi-disciplinary teams that usually consist of psychologists, speech therapists and education officers. Besides, the class assistant is an important aid in regular classes (Bürli, 1985); — the replacement of the term ‘handicapped’ by ‘portatori di handicap’ (‘carrier’ of a handicap). This is an essential distinction,

performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too; — special support; in Act 517/1977 there is no mention of support teachers, but of special forms of support. The concept of special teacher became officially accepted later, in Circular 199/1979. This teacher is not assigned to an individual pupil, but is in actory available for support for the whole school (Bürli, 1985). Act 270/1982 provides the key to the number of support teachers that has to be decided annually. A school is entitled to one support teacher per two handicapped pupils in the case of severe handicaps (such as Down’s syndrome or severe psychomotor disturbances) and to one support teacher per four moderate or mildly handicapped children (mild hearing impairment, paraplegia). Support teachers in pre-school education work 30 hours a week, in primary education 24 hours and at the comprehensive school 18 hours a week (Lunetta, 1987); — activities in small groups with a flexible structure and new manuals for the most important subjects (ibid.); — the social-psychological-pedagogical team; at first, this was organised by the municipalities, later by the USL (organisation of local health services) (Guidi, 1986). The USLs were established by Act 833/1978 (Lunetta, 1987). Support services (services for social welfare, health and school guidance) for special education fall under the Department of Public Health. These services are administered regionally. In the sixties, the medical profession got a place in education, initially to give vaccinations and examine pupils with behavioural problems. In the late sixties psychologists and pedagogues were also appointed by the local health care services. In so-called psycho-pedagogical groups they gave information to teachers. At present, support is provided by multi-disciplinary teams that usually consist of psychologists, speech therapists and education officers. Besides, the class assistant is an important aid in regular classes (Bürli, 1985); — the replacement of the term ‘handicapped’ by ‘portatori di handicap’ (‘carrier’ of a handicap). This is an essential distinction,

ABSTRACT

performance level. In this part also results are given of the obligatory assessment that takes place each three months; these results have to be reported to the parents as well. Additional activities are described here too;