1. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione1 Inclusive Assessment in Italy For a better welcome of pupils with special needs

2. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione2 Key features As a general rule, the italian system of education, including pupils with special needs in compulsory and common classes, promotes a concept of assessment to point out which is the starting level of the pupil in order to develop his/her abilities, even if they could be limited. It’s legal to use specific didactical aids chosen by teachers in order to verify the pupil’s level not observable via traditional oral or written examinations.

3. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione3 Key features For specific subjects, the evaluation of the results is a task of the subject’s teacher. The equivalence of tests and evidences displays that the pupil with special need have gained knowledge and understanding at the end of the sc. Y. and consequently he/she has acquired the same rights of the other to pass to the next class or to obtain a qualification valid for all legal purposes

4. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione4 Key features The assessment of the starting level is expected for all pupils, without distinctions, and it aims to have notice of pupil’s growth and learning abilities through standards of level. Of course, the general assessment of pupils unable to see is possible only with specific visual aids.

5. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione5 Cultural Prompts With pupils with difficulty in seeing, it’s crucial to check that the aim of the test is understood by the pupil himself, considering also the modalities of presentation and the materials that he will use (tactile aids for specific tasks). the assessment intends to make easier the professional start- up in order to find a job fitting to own project of life or to follow further studies.

6. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione6 Cultural Prompts In a inclusive system of reference, the acquisition of knowledge is seen as essential to build the sense of self, the self-esteem, to plan a project of life and it’s important as the social skills. The rationale applied by an italian teacher to the assessment of blind pupils, as for any kind of special need, is totally linked to the person as unity in which the training is a fundamental part of the growth. Both the parameters combine the final grading. So it could be very negative an insufficient result in the assessment of the social skills.

7. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione7 Criteria and Tools of Assessment In the set of evaluation tests at disposition of teachers, some are particularly important: those tools that allow teachers to assess the relational experience of the pupil. These tools, used by support and staff teachers, thanks to a rationale observation of the pupils, help to clarify different aspects as: pupil’s approaches and personal behavior tending to isolation (stereotypes, jerks, posture); low level of speaking, irrelevant to the social and environmental situation; persistently use of terms owns to visual sense;

8. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione8 Criteria and Tools of Assessment not meaningful use of speeches to classmates and adults; clumsy answers to questions or negative assertions about his/her visual condition; inappropriate personal initiatives despite the facts; In these part of assessment, it’s necessary to consider that, particularly for blind children, the performance could be lower respect the foreseen level due the lack of experience or learning opportunities, background or ordeals, or affected by limits to the developmental chances of the pupil itself.

9. Ministero della Pubblica Istruzione Dipartimento per l'Istruzione Direzione Generale per lo Studente, l'Integrazione, la Partecipazione e la Comunicazione9 concluding…… In Italy, assessment means to know which are the pupil’s conditions in relation to his/her learning abilities, competences and social skills in order to enforce as possible any opportunities for a better growth. This idea of assessment is based on a process of inclusion that Italy doesn’t find in the existence of special schools. For instance, the same IEP brings in different contexts and environments results different. In this respect and on this way, the Italian system of education tries to make easier and more satisfying the future access to the adult life.