Il Servizio Territoriale di NPIA Di fronte alle difficoltà di Apprendimento/insegnamento; OVVERO. INTEGRAZIONE SCOLASTICA: MITO O REALTA? La NPIA tra la burocrazia e le persone.

The Adolescence and Childhood Neuropsychiatry Territorial Service Faced with the difficulties of learning / teaching; OR. SCHOOL INTEGRATION: MYTH OR REALITY? The Adolescence and Childhood Neuropsychiatry between the bureaucracy and the people. RATIONALE: The school integration model proposed and organized by current standards appears now obsolete and no longer suited to the needs of the school and the of life of children; It is stigmatizing and does not consider the protection of privacy paths and more. More: the difficulties of the school to manage the behavioral problems of children likely to result in over-diagnosis type ADHD and DOP with unpredictable effects. The school is the most important educational agency for children and adolescents. All children attending school and the school shows most of the difficulties that characterize the developmental age. The school, along with the family context, is the privileged place for the generalization of rehabilitative interventions initiated at the NPIA services. The school integration path originates from the law 517 of 18.08.1977; Law 104 of 1992 and the Act of Presidential Decree of 24.02.1994 have laid the foundations of the path currently in place for the integration of disabled children to school. Over the years we have been produced dozens of laws (over 40) and an equally exaggerated number of "rules", circular and more. All with the intention to facilitate or limit abuses related to the recognition of educational disabilities and its inclusion but in practice creating a bureaucratic weak point that in fact seriously affects real inclusion. Objectives: to identify the most appropriate school integration courses to the needs of all actors involved: children, families and schools. Methods: We identified a model of intervention that has been discussed and shared with the provincial offices of the School and started an experimental program is currently active in the city of Bari which in fact has greatly simplified the path. We will in the coming period the real benefits on families and their children. Results: The first results appear extremely positive but requires further verification. It nonetheless marked reduction operational redundancies and improved is the relationship between the institutions.