From 17 to 21 February 2025, three educators from “Sfântul Nicolae” Secondary School in Târgu Jiu successfully participated in a Job Shadowing mobility under the Erasmus+ Accreditation project no. 2024-1-RO01-KA121-SCH-0000215294. The focus of this job shadowing activity was the effective integration of students with special educational needs.
The mobility took place at Instituto Comprensivo “Libero Andreotti” in Pescia, Italy, where 117 students with special educational needs were enrolled. Each class accommodates a maximum of 3 such students, supported by a dedicated team of 61 support teachers: 3 for preschool education, 30 for primary education, and 28 for secondary education.
Over five days, we actively engaged in classes at both schools within the institute, gaining valuable insights from our Italian counterparts. Our initial two days were spent in the Valchiusa school, followed by three days at the Alberghi school. During this time, we critically analyzed the Italian model of inclusive education and exchanged strategies, working methods, and practical activities aimed at enhancing participation and improving the learning outcomes of students with special needs, ultimately fostering their integration into mainstream education.
It’s essential to highlight some fundamental aspects of the Italian education system: inclusive education is enshrined in the Italian Constitution. Remarkably, Italy stands as the only European country achieving a 99.97% inclusion rate of students with disabilities in mainstream education. There are no separate schools or classes; only about 0.03% of students with disabilities are in rehabilitation centers funded by local health services.
Consequently, the 61 support teachers at Instituto Comprensivo “Libero Andreotti” provide tailored assistance to 1-3 students with special educational needs, based on the severity of their conditions. Each student receives personalized attention, with support teachers well-acquainted with their specific diagnoses and family backgrounds, fostering a continuous dialogue with parents. These educators understand their pivotal role, as students’ development hinges on their approach and ability to facilitate progress and integration into society. Typically, students participate in classes alongside their peers, always supported by a teacher who works to simplify lesson content for better comprehension. Only under exceptional circumstances—such as agitation or explicit requests—does a student with special educational needs engage in activities outside the classroom.
We were struck by the profound connections formed between these students and their support teachers. Students were actively encouraged to express their emotions and showcase their creativity, leading to numerous practical activities. Additionally, the warmth and empathy displayed by their classmates were evident, further reinforcing the inclusive environment.
In conclusion, our five-day experience at Instituto Comprensivo „Libero Andreotti” proved that there is indeed a “school for all,” an inclusive educational institution grounded in the belief that students educated in this manner will be better equipped to navigate real-world challenges. A noteworthy aspect is the dedicated presence of support teachers in the classroom, focusing solely on 1-3 students with special educational needs, significantly enhancing their opportunities for progress and integration.
From our participation in the Job Shadowing mobility under Erasmus+ Accreditation project, we assert that inclusion must drive the transformation of schools and the educational system to adapt to the needs of students.
This week enriched us both professionally and personally, allowing us to forge friendships and exchange valuable perspectives with extraordinary individuals. We extend our gratitude to our Italian colleagues for their generosity in sharing their experiences and for the hospitality and dedication they demonstrated throughout our stay.
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Authors:
Prof. Florela Hermina Udrescu
Prof. Elena-Roxana Marcoci
Prof. Vasile Alin Sulea