SNE data

SNE Data

	Data available
Number of compulsory school aged pupils (including those with SENs)	Public Sector	Private Sector	Total	Year of reference	Notes and Source
	Primary: 2,597,926 Lower secondary: 1,704,995 Upper: 2,560,940 Total: 6,863,86	Primary: 186,331 Lower secondary: 63,070 Upper: 131,135 Total: 380,356	Primary: 2,784,257 Lower secondary: 1,768,065 Upper: 2,692,075 Total: 7,244,397	2005 / 2006	Source: www.istruzione.it "Editoria". Title of Publication: "La scuola statale: sintesi dei dati a.s. 2005/2006" (Public school collection of data).
Number of compulsory school aged pupils who have SENs (in all educational settings)	Public Sector	Private Sector	Total	Year of reference	Notes and Source
	150,364	3,836	154,200	2005 / 2006	Source: www.istruzione.it (see above). NB: It is compulsory that any school has to accept pupils with SEN.
Pupils with SENs in segregated settings	Public Sector	Private Sector	Total	Year of reference	Notes and Source
Pupils with SENs in segregated settings	Primary: 62 Lower secondary: 468 Upper secondary: 501 Total: 1,031	-	1,031	2005 / 2006	Source: www.istruzione.it (see above). ‘Segregated’ settings do not exist, except schools for students who are blind or deaf students. These are: Pre-primary: 1 school for the deaf, 1 school for the blind. Primary: 1 school for the deaf, 1 school for the blind. Lower secondary: 2 schools for the deaf, 5 schools for the blind. Upper secondary: 3 schools for the deaf.
Pupils with SENs in inclusive settings	Public Sector	Private Sector	Total	Year of reference	Notes and Source
Pupils with SENs in inclusive settings	Primary: 61,662 Lower secondary: 53,256 Upper: secondary: 34,415 Total: 149,333	Primary: 2,225 Lower secondary: 774 Upper: secondary: 837 Total: 3,836	Primary: 63,887 Lower secondary: 54,030 Upper secondary: 35,252 Total: 153,169	2005 / 2006	Source: www.istruzione.it (see above).
Compulsory age phase	With the last law on education n. 53 dated on 28/3/2003, pupils have a right to education for 12 years. Compulsory age starts from 6 and ends at 18 years old. Education is free of charges until the end of lower secondary education. At the end of the three years of lower secondary education, pupils can choose between upper secondary education (with charges and books on their family, but the didactical areas and staff school dependents by state) or training education (a mixed managing between state and regions). At the moment, the two branches of secondary education, upper secondary education and training education, are changing and it will be necessary further legislation for the structure of the internal organization, the government and didactical issues.
Clarification of Public - Private sector education	Public schools are funded by State: the internal staff school (teachers, head-teachers and administrative assistants) is selected by national public entrance examination and all of them dependents by State. All schools (primary, lower and upper secondary) are obliged to follow the national guide on education and they are visited periodically by Inspectors. A sub-category of public school is the ‘scuola paritaria’: a school legally recognized, mix in funding by privates and state, the school staff is selected directly by school and depends on it. This type of school is obliged to follow the national guide on education. To have a legal status of ‘school’ (it means: to be officially recognized), the institution has obliged also to accept the enrolling of pupils with SEN. Private schools are funded only by private sectors as parents, associations, charities etc. The staff school is selected and paid by the school management. They aren’t obliged to include pupils with SEN in the classrooms.
Legal Definition of SEN	The legal definition of ‘people with disabilities’ is born with the Act n. 104, dated on 5/2/1992 that sets the picture of who is the person with disabilities. ‘A ‘person with disabilities’ is anyone who presents a physical, psychological, or sensory impairment, permanent or progressive, that causes a learning, social, working difficulty and that causes a situation of disadvantage or social marginalization’. The Act is value also and without discrimination for foreigners, stateless, domiciled or resident people inside the borders of the national territory. The Act assures the right of people with disabilities to the education at pre-primary schools (not compulsory), in integrated settings of each grade of compulsory education (primary, lower and upper education) and at university. The Act states: ‘Scholastic inclusion aims to develop the potentiality of the person with disabilities in learning, in communication, in relationships, in social life. The right of education can’ t be limited by learning difficulties or problems caused by disabilities and handicaps. The recognition of ‘person with disabilities’ leads to the drawing up of the documents related to functional diagnosis useful to formulate the personal educational plan, a draft of work made through the cooperation between the parents of the pupil, the health care personnel and, for each grade of education, the support teachers of the school where the pupil is enrolled. The profile indicates the physical, psychical and social-sensitive peculiarities of the pupil and it stands out both the learning difficulties caused by the handicapped situation and the means of resolutions, the qualities that the pupil has at the moment and how to support, stimulate, develop and force them in a view of totally respect for the cultural choices of the person with disabilities.’ The Presidential decree dated on 19.5.2006 states that the medical commission appointed to release the statement/certificate of disability have to refer to international indicators pointed out by OMS – IC10.