When and how has the Index been translated and adapted?
The Italian Edition of the Index for Inclusion, edited by Fabio Dovigo and Dario Ianes, was published in 2008.
How has the Index been disseminated?
There was not widespread dissemination of the translated edition of the Index, and this limited the systematic use of it.
How has the Index been used in Italy?
Despite the limited dissemination of the Index, we can identify some initiatives which have made use of it.
In the 2009/10 school year, the Department of Education of the autonomous province of Trento (Trentino-Alto Adige Region, Italy) promoted research using the Index for inclusion, focused on ‘the analysis of the quality of inclusion of pupils with non-Italian citizenship and with special educational needs’, coordinated by Dario Ianes. The document can be found here.
In the same Region, Trentino Alto Adige, the Research Group on Integration and Inclusion (GRIIS) of the Faculty of Primary Education of the Free University of Bolzano, conducted research on ‘Quality inclusion and processes of self- improvement in the schools of South Tyrol: Good practices for the application of the Index for Inclusion in schools of Italian, German and Latin language’, from 2009 to 2012. This project involved seven schools (two Comprehensive Schools: kindergarten, primary school and lower secondary school; two primary schools, three kindergartens), and aimed to research an experimental path, founded on action-research, to find tools for self-assessment and self-improvement using the Index for inclusion. The project ended in 2013 with the publication of the results. (E. Brugger-Paggi, H. Demo, Franziska Garber, Dario Ianes, Vanessa Macchia - hanno pubblicato Milano: Franco Angeli Editore L’Index per l’Inclusione nella pratica - Index für Inklusion in der Praxis. Come costruire la scuola dell’eterogeneità. Kindergarten und Schule der Vielfalt gestante.)
The Index for inclusion was also used as a tool for the investigation of the empirical analysis of a research project from 2010 to 2012 which looked at the development of inclusive education in the schools (two Comprehensive Schools, kindergarten, primary school and lower secondary school; three upper secondary Schools) of the city and province of Bergamo (Lombardy). This research became a PhD thesis by Anna Pietrocarlo: ‘Learning without barriers: quality, equity and autonomy in the education system in an inclusive perspective. Empirical analysis and research perspectives’.
The Index has formed the basis for conducting research using focus groups (with teachers and parents) and semi-structured interviews (with headmasters and their administrators). Three questionnaires (for teachers, parents and students of secondary schools of first and second degree) were translated from the Index, and prepared using an online platform (Google Documents).
Challenges in using the Index
The analysis showed that the inclusion process in Italy is fragmented. It is tied to individual projects and to the individual wishes of the protagonists in the school world, often extemporary and short-lived due to the high turnover of teachers, along with the lack of educational personnel with full-time contracts. This is because inclusive education policies have almost always been developed and introduced in the form of legislation, without understanding that they also require strong connections, and the desire to make change, between declared policies, cultures and educational practices.
Future plans for work with the Index
Future projects that we plan to start are: the translation of the new edition of the Index for Inclusion and the start of experimentation, research projects, and initiatives to promote its greater dissemination, as well as the construction of a network of people who work, or intend to work, with the Index.
The work with the Italian Index can be found in more detail on http://inclusion2.wix.com/inc
Who should I contact?
Fabio Dovigo (email@example.com)
Anna Pietrocarlo (firstname.lastname@example.org)