Training Materials

The ICF is a necessary tool when it comes to people with disabilities, even if it concerns the whole population. The tool describes such situations adopting a standard and unified language, trying to avoid semantic misunderstandings and facilitating communication between the various users worldwide.

The International Classification of Functioning, Disability and Health, Cildren and Youth version is emerging as a classification that aims to describe the state of health of children and youth in relation to their areas of life (social, family, work) in order to understand the barriers in the socio-cultural context reference can cause disability.
The ICF not describe people, but their daily life situations, in relation to their environment and emphasize the individual not only as a person with illness or disability, It highlights the contexts that can be "hindering" or "facilitative" compared to social inclusion.
l 'ICF introduces the bio-psycho-social model, important reference theoretical framework.

The "Convention on the Rights of Persons with Disabilities" (CRPD) was adopted in on December 13, 2006 in New York by the United Nations General Assembly and entered into force on 3 May 2008. The Convention does not establish “new rights” for people with disability, but rather concrete and specific the scope of fundamental rights of the various instruments of human rights protection, comparing them to the particular situation of people with disabilities. The aim is to allow people with disabilities to exercise their rights to the same extent of any other citizen. It therefore concerns civil, political, economic, social and cultural rights.
Convection is therefore one of the most important legislative instruments, which not only provides guidance in reading and analysis of the concept of “person with a disability”, but it is also very important theoretical frame of reference.
In the English version of the Annex, you can find: from page. 1 on p. 49 introduction to the work of the Directorate General for Development Cooperation of the Ministry of Foreign Affairs. The points of the Convention can be found on p. 50 to p. 89.

The short film was presented in 2009 and was directed by Joshua Weigel. Through the narration of the meeting between two men, Will and Mr. Mendez, the short film will be idea for reflection for reasoning about how you can see the person with disabilities not only in a medical setting, but as the bearer of important skills and competences. The external environment and the same person with disabilities must be the able to see these capabilities.

“Index for Inclusion" is by Tony Booth and Mel Ainscow, published for the first time in the UK in 2000.
The proposed guidelines are used as a tool to promote and develop inclusive methodologies in the schools compared to people with or without disabilities, through a constant work of construction and improvement of teaching and learning.
The size of ' 'inclusiveness” about the school is analyzed and put in relation to the social context. analyzing this important thing in a global logic, it’s possible to identify what are the practices, cultures and the policies that they are increasingly more towards an environment where you can really experience the full participation, with respect for all the rights of the person.
Is One Tool That can also be used in universities, as it helps to reflect inclusiveness of contexts.

he Madrid Declaration is a document drafted during the European Congress on Disability in March 2002. This document relates to the inclusive perspective of persons with disabilities, in particular in relation to the school context. The school, as an important institution, shall be the place where the reference adult figures implement the inclusive practices in relation to increase the specialized expertise of the individual boy or girl, school career must be the path that fights marginalization and discrimination to promote real inclusion of the person.
The importance of this document is that it puts disability in relation to human rights, defining in the first article that "Persons with disabilities have the same fundamental rights as other citizens."

Although often used as synonyms, the terms integration and inclusion have substantial differences. In Italy, although using both terms to describe the experience in our country, we are closer to the perspective of inclusion than to the “simple” experience of integration. The term inclusion was officially used for the first time in the educational field and recognised socially and culturally in 1994, in the Salamanca Declaration. It marks the start of change and renewal in pedagogical and cultural terms. the different interpretations of the concept of inclusive education determine the choice and implementation of very different political decisions and educational practices from country to country. In our country, integration and inclusion processes have represented the most important factor for preventing obstacles to learning and participation and a huge factor of scholastic and social change and innovation, also through substantial legislation. Indeed, inclusion is only partially to do with persons with disabilities in mainstream schools. The inclusive perspective underlines the choice of an anthropological model which protects men, women and children, which concerns all indistinctly. Governments and communities have the duty to remove the barriers and obstacles that hinder social inclusion, providing appropriate resources and support to allow children with disabilities to grow in inclusive environments. In the pursuit of the inclusive perspective, we – scholars of Special Education – continue to consider our fundamental task to be to ensure that the achievements of a person in problematic situations become qualities for all.

This contribution examines some of the keystones of Special Pedagogy - educatability and possibility, difference and diversity - based on some Italian studies in these areas. The “common conceptual areas” between Pedagogy and Special Pedagogy are particularly rich in such questions, in this regard, the Author refers to some interpretations from theoretical approaches (phenomenology, problematics, personalism), from the anthropological perspective of disability, as per the recent indications of the World Health Organisation. The emerging indications aim to highlight how Special Pedagogy research can contribute to the quality of research across all areas of pedagogy.

The material presented in a concise and clarifies schematically the inter relationship between Disability, Context and Politics.

Reference slide with respect to the content offered in the video above.

Enrico Angelo Emili, research fellow in the Department of Education Studies "Giovanni Maria Bertin", describes the main contents of his research experience at the University of Perugia. Always with a focus compared with Specific Learning Disorders, lists the main actions and the main tools that the University has made available to students to respond to the different needs.
Staff awareness, psychological-pedagogical and methodological advice and workshop to learn the use of compensatory and dispensativi tools.
The strength of this work is certainly the ability to look at the specific needs of each student in a Bio-Spico-social logic, which therefore does not stop at diagnosis.