Two different yet intertwined levels of inclusion planning
Roberto Dainese
We can distinguish two planning levels referring to inclusion: a first level design referring to the Three-year Educational Policy Plan and the Plan for Inclusion and a second level relating to individual class planning, the individualised education programme and the personalised education plan.
The two dimensions should correlate and depend on each other instead of being conceived as exclusively bureaucratic requirements, devoid of practical utility.
The Ministerial Memorandum dated the 27th June 2013 explains the relationship between the Plan for Inclusion and the Three-year Educational Policy Plan and specifies that the former is not a document dissociated from the Educational Policy Plan, but falls within it; the Plan for Inclusion is a tool for planning an inclusive educational policy for all pupils.
In this paper we’ll present some data related to a survey on the Plan for Inclusion prepared by schools in Emilia-Romagna.
Keywords
Inclusion, planning, teaching, collegiality
