Inclusion at school, the advice of the child neuropsychiatrist for parents and teachers

Everything is fine child He has the right to grow in a context that knows how to see it, understand and enhance it. For this to be possible, however, it is necessary to identify and overcome those barriers which, still too often, represent An obstacle to real inclusion.

With theArrival of the new school yearto point theattention to a theme often neglected but increasingly urgent, is theAntonian of Bologna which, through the activity of Therapeutic center undertakes to offer support to families and to create educational networks able to recognize and face those invisible poverty that interest many children. It is not just about lack of economic resourcesbut also of loneliness, absence of listening, emotional difficulties And lack of tools suitable for expressing one’s potential: fragility which often remain in the shadows but which can deeply affect the school experience and the growth of the little ones. The invitation, addressed to school and families, is to join forces to build a capable context to answer really to the often silent needs of childhood.

Parents, teachers and educators can in fact make a difference, working together to give life to a school environment More human, attentive and welcoming. Where to start? Antonianin collaboration with the Doctor Alessandro Ghezzospecialist doctor in child neuropsychiatry at the therapeutic center, shares a Vademecum with 7 tips For recognize and face the barriers that hinder school inclusion.

Among the difficulty of inclusion school, the fear It is perhaps the largest to overcome. Expressing their concerns or advancing proposals that can guide their child and their pupil towards profitable education can however help to remove fears. An open and constructive dialogue between family and schooleven with the support of mediatorsit is therefore essential to dissolve the misunderstandings and create a bridge of trust mutual.

Sharing is equally important: school, family and therapists must coordinate through a clear and detailed plan, so from identify the objectives of the child And to ensure a coherent and targeted path, which continues even outside the school walls.

“Among the” invisible poverty “there is also that of parentswhich, in some cases, are forced to manage the crises of the children alone and to move away from the workplace, which is not always possible with ease », explains the Dr. Alessandro Ghezzo. «To meet each other and to trust each other, sharing a precise and detailed therapeutic planhowever, can help to stem this poverty, all thanks to the wealth of work of team».

Support their children and pupils It is not always a simple enterprise: being present and supporting them in learning often also means having to have make difficult decisions which have an impact on family and school organization. However, it is precisely on the presence and direct support from the parents and teachers that the child must be able to count for Build his self -esteem day after day.

Inclusion also passes through a Realistic approach to what are the difficulties and resources of the child and the environment in which he lives. Therefore a fundamental one rigorous evaluation. The aim must be the achievement of the greatest possible autonomy of the child and the development of its potential, through a gradual and respectful path, also based on definition of small objectives adapted to his skills and his learning rhythm. In doing so, even the simple daily actions can become encouraging conquestscapable of Promote autonomy of the child e to stem his fear of making mistakes.

There is no inclusion without the involvement of the peer group. That’s why encourage school a Promote interaction And understanding among children is fundamental. Without forgetting that the sharing is a precious opportunity also for classmateswhich can learn to manage complex situations and, at the same time, Develop adaptation and empathy skills.

«For classmates, exposure to problematic situations It does not seem to create discomfort: on the contrary, it can stimulate the ability to deal with them and adapt to the unprevisory “, He still underlines the Dr. Alessandro Ghezzo. «Each of us is different from the others. There are studies that highlight how this diversity, intrinsic of the human being, is a resource and not an obstacle. It has been demonstrated, for example, that In the multicultural classes, pupils acquire greater skills in putting themselves in the shoes of others and of understand the point of view of others. This will make them adults richer from the point of view of relational skills, also because they grew up in more collaborative and much less competitive environments».

Then important to recognize and celebrate all successeseven the little ones, in the school path of the child. In fact, each goal represents a brick with which the child can build a solid skills building day after day. Furthermore, to celebrate progress allows you to lighten the weight of fatigue and of feed the motivation of the child and everyone’s trust.

Having a child or a pupil with disabilities is a challenge, an experience that can enrich, but also one condition that can make parents and teachers feel very alone. Because of this Being able to rely on a support network is extremely important: sharing experiences with other families and associations, in the case of parents, or confronting other school realities, in the case of teachers, can offer food for thought, practical advice as well as a precious emotional support. “Poverty of resources and wealth of solutions are two sides of the same medaleven if we often think they are two opposite worlds. The journey into school inclusion is tiring, but fascinating: I met concrete experiences in which they were the great challenges to have brought out the most unexpected wealth, from human ingenuity to empathy, allowing a profitable team work between parents, children and school », He concludes Dr. Alessandro Ghezzo. “As I always say, We must ‘row everyone in the same direction’. It is not a question of eliminating difficulties, but of finding effective and positive solutions, transforming ‘poverty’ into opportunities and making the ‘wealth’ of resources accessible by everyone On a daily basis, for a full and more inclusive life ».