Re-thinking evaluation of the educational system through a critical analysis of the model of P.E.I. – Piano Educativo Individualizzato

Despite the declared intention of considering inclusion in its systemic approach - in practice Italian schools continue to reproduce practices that guide educational action in the direction of an intervention centered on the subject and on the compensation of his/her deficits. What are the reasons for this difference between the declared and the acted, between the model and the practices? In order to answer the question “How ‘systemic’ approach to inclusion and the social model with which disability is interpreted in Disability Studies can allow shifting the focus of attention from an emphasis on students’ classification to a deeper reflection on educational contents and methodologies opening possibilities for a change in the functioning and goals of the entire educational system?” the hypotesis is that one should start from the empirical analysis of the same methodologies currently used at school. Starting from the analysis of the methodologies and the tools that guide the practice allows to identify the problematic levels that make this translation complex, and to open up the possibility of setting up tools that respond to the inclusive model in a coherent way. In this framework, the contribution will focus on proposing a reflection on the Piano Educativo Individualizzato (P.E.I.) because it is the main formal tool that sets and frames the educational practice in an inclusive perspective. The reflection comes from the results of a documental analysis of the artefact-PEI carried out through the methodology of the symptomatic reading of Althusser. Method Symptomatic reading is an interpretative strategy which aims at separating the latent content from the manifest or surface content of a text. This methodology of reading makes it possible to highlights the absences, the lacks, the gaps in texts’ surface starting from the assumption that only by tracing such gaps it’s possible to open new ways of looking at the phenomenon and to redefine the problem. Outcomes (expected) The analysis of the document aims to demonstrate, on the one hand, how the Individual Educational Plan is mirror of a classificatory approach of dealing with the phenomenon of "diversity", in explicit and sharp contrast with the social model of disability. On the other hand, it will be highlighted that the analysis of the categories in which the model of the PEI is structured reveals an absolute lack of reference to the materiality of the context and of the educational processes in which the phenomenon occurs and is configured as problematic. In the educational plan there are no references to the scholastic material context in which "diversity" manifests itself as an element that creates a problem. The hypothesis is therefore that one should start from the material context to overturn the perspective with which the same issue of 'inclusion’ is set. This type of rollover can be useful not only for building new tools, but also for assessing the "level of inclusion" of schools.