The trade unionist of the CGIL Scuola Legnano intervenes on the controversy of differential classes.
The first to talk about differential classes was the Minister of Education Valditara. It all began with the Pioltello case and the controversy over the school closing day coinciding with Ramadan. On that occasion, the Minister spoke about a 20% ceiling for the inclusion of foreign students in classes, forgetting that a ceiling had already existed since 2008 and was 30%, introduced by the then Minister Gelmini. A roof that only exists on paper but has always been difficult to apply.
Thus, from propaganda to propaganda, we passed from the roof to differential classes for foreign students, forgetting that the majority of foreign students, almost a million, were born in Italy. Only in this way, according to the Minister of Education, would true and healthy inclusion be promoted. To lend a hand in Valditara, General Vannacci, still fresh from his job, intervened in recent days
candidacy for the European elections on the League lists as an independent. Proposing a return to special classes, for foreigners as the Minister does or for disabled students as the General does, is a dangerous leap back almost 50 years. It was in fact law n.517/77 that abolished the refresher and differential classes, foreseen fifteen years earlier by articles 11 and 12 of Law n.1859 of 12.31.1962. The former were intended to recover students in need of recovery in the first classes and repeaters in the third classes. The differential classes, however, were reserved for pupils with more or less serious scholastic maladjustment. Both students who were victims of serious social hardship and those with psycho-physical problems were considered maladjusted. Both of these classes separated a minority of pupils from the majority of mainstream classes with so-called able-bodied pupils. No inclusion, no integration but only separation and discrimination.
Law 1859/62 which saw the birth of the unified middle school with the abolition of introductory schools and the raising of compulsory age up to 14 years, maintained the differential classes until 1977 with the approval of law 517/77. This last law which revolutionized the Italian school system, sanctioned a fundamental principle with the right to education for all people with disabilities: “the exercise of this right cannot be prevented by learning difficulties or by other difficulties deriving from disabilities related to handicap”. Right to education and instruction that must be exercised with
inclusion in mainstream classes, with no more than 20 students and with the support of a specialized teacher. Same aim to encourage the integration of foreign students in mainstream classes and, where necessary, with the presence of linguistic mediators and facilitators, a bridge figure in a school that wants to be increasingly inclusive and multicultural.
Undoubtedly, school cuts and the lack of resources and specialized personnel have largely weakened these principles, making an inclusion and integration policy increasingly problematic. To remain in Lombardy, which remains the leading region in Italy on this ground, there are almost 50 thousand foreign students, a decline in first reception students and over 50 thousand disabled students, constantly growing after the pandemic. And the answer cannot be to speak to the belly of the country, making it take a leap back 50 years and with the return to differential classes, throwing overboard every inclusive policy and good practices of support and integration. There can only be one answer: not a return to a past of separation and discrimination but by encouraging and strengthening inclusive school policies.and, investing more in education, training and qualifying staff, making the school a truly multi-ethnic community,
educational and democratic.
Frisian Goofy
Flcgil Legnano
