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The difficult situation of support teachers in Italy

Support teachers denounce ministerial policies


The Support Teachers Committee (CDS) expresses the indignation of the category towards the measures adopted by Minister Valditara. The new policies create precariousness and jeopardize the inclusion of students with disabilities.

Imbalances in the evaluation of qualifications

Points for qualifying courses: a controversial issue

The current ministerial ordinance provides a maximum of 36 points for qualifying courses of 30 ECTS, creating disparities between teachers of specific subjects and those of support. This situation arbitrarily favors some teachers and risks the quality of inclusive education.


The CDS request

The CDS calls for the suspension of the evaluation of qualifying titles for the ADMM and ADSS support rankings. It proposes a re-evaluation of the points for 30 ECTS courses, equating them to those of the TFA support course.

Shortened courses and the quality of training

Criticism of INDIRE “light” courses

The Committee expresses concern about the shortened INDIRE courses, which compromise the quality of teacher training. These courses, provided for in Bill 71/2024, do not guarantee adequate preparation and could lower the standards of Italian education.

The need for long-term solutions

The CDS believes that relying on foreign training systems does not solve the problem of the shortage of specialized teachers in Italy. It urges the government to promote policies in favor of Italian universities, avoiding temporary and inconsistent solutions.

The professionalism of support teachers under review

The risk of parental preferences

The new measure that allows parents to choose the support teacher calls into question the professionalism of the teachers. According to Alessio Golia, CDS coordinator, this measure compromises the transparency and impartiality of the recruitment system.

The CDS appeal

The Committee calls for an urgent ministerial intervention to correct disparities and protect the educational needs of the most vulnerable students. They trust in a review of the decisions made to ensure fairness and quality in inclusive education.



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