I try to explain to you how the recruitment of support teachers takes place, the complexity of this mechanism is perhaps the basis of the many problems that families denounce.

In each ISC (NDR: Comprehensive school) there is, for the support, a workforce of law, constituted by the teachers of role and then fixed in the school, and a staff of fact, constituted by the teachers who annually are attributed To the Institute by the Regional School office to cope with the needs of the moment.

At the base of everything, for the allocation of the hours of support, there is the functional diagnosis, where are indicated the hours of which the child needs, these hours are inversely proportional to the autonomy that the child has: the more the degree of autonomy is greater, the less they are The hours that are required.

The school thus has the necessary staff in September to cope with the hours required by the various functional diagnoses.

At this point, the leader, with the group for inclusion (of this group are the teachers of support and some teachers of Class), assigns the hours to the individual children, taking into account also the hours of assistance to the person made available by the municipality and of the criteria Educativiespressi in the POF (NDR: Plans of the formative offer). If the municipality has set up a substantial hours mount it may happen that children who need mainly assistance have less hours of support than those established by the diagnosis and more hours of assistance: In this way you can meet needs born beyond the Deadline or you can increase the hours, in cases where they are too small.

To the contrary it may happen that the hours of assistance are low (it is the most common case) for consent tries to cope with the most problematic cases decreasing the hours to the more autonomous children and easier management.

In this complex mechanism the needs of the staff are included (sometimes a single teacher is in service in several schools not always close to each other) and the therapeutic needs of the children (absent on certain days and in certain hours).

The definitive word on assignments is always that of the school manager, so I always advise parents to talk about the problems of the child with the manager or, where it is not possible, with the representative for the inclusion that the manager has designated In their own institution. In the case of children not fully autonomous it is advisable to speak also with the social services of the municipality: all this is good to do before the assignments and that is in these first days of September.

If you create unpleasant situations is good to ask explanations: I have many years I teach and I can assure you that the effort to fix things at best is remarkable and is greater in cases where the family is interested, aware and collaborative.

Happy school year to all our little heroes!


Insights on the site of Miur: Http://hubmiur.pubblica.istruzione.it/web/istruzione/famiglie/alunni_disabili


And thanks to Annarita who brought us this testimony as a teacher and a mother of a #littlefighter.