Aim. Based on the ten-year (2001-2010) report data by the Italian Ministry of Education, University and Research, the authors provide an analysis of the inclusion and integration processes of disabled students in the state and non-state Italian compulsory schools. The data, not yet officially published by the Ministry, were granted to the authors after their submission of a formal request to study and conduct scientific research. Method. Frequencies and correlational analyses were conducted. Results. From 1989 to 1999 the number of disabled people enrolled in Italian schools increased by 10,988 units. In the following decade (1999-2010), the increase was 67,433 units. In 2010, from a total of 200,462 disabled students, 92% attend state schools, while only 8% attended other schools. Students with disabilities in both state and non-state schools are in greater numbers in the primary state school. Conclusions. Despite the long history of school integration that characterizes Italian legislation, which dates back to 1971, the inclusion process is still far from being considered as a complete disability integration. In addition, the number of female students with disabilities is markedly lower than that of males, showing females to be the most disadvantaged.
Between Inclusion and Integration of Disabled Students among Italian Schools
FEDERICI, Stefano;
2012
Abstract
Aim. Based on the ten-year (2001-2010) report data by the Italian Ministry of Education, University and Research, the authors provide an analysis of the inclusion and integration processes of disabled students in the state and non-state Italian compulsory schools. The data, not yet officially published by the Ministry, were granted to the authors after their submission of a formal request to study and conduct scientific research. Method. Frequencies and correlational analyses were conducted. Results. From 1989 to 1999 the number of disabled people enrolled in Italian schools increased by 10,988 units. In the following decade (1999-2010), the increase was 67,433 units. In 2010, from a total of 200,462 disabled students, 92% attend state schools, while only 8% attended other schools. Students with disabilities in both state and non-state schools are in greater numbers in the primary state school. Conclusions. Despite the long history of school integration that characterizes Italian legislation, which dates back to 1971, the inclusion process is still far from being considered as a complete disability integration. In addition, the number of female students with disabilities is markedly lower than that of males, showing females to be the most disadvantaged.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
