Asumie Pre-survey Select Value Low Normale Alto Urgente Select Value Aperto In Corso In Attesa Risposta Chiuso Asumie Survey 1 – Date (yyyy-mm-dd) 2 – Mail 3 – Nationality Select Value Belgium Portugal Slovenia Czech Republic Bulgaria Norway Italy 4 – Define which group of the sample you belong to Select Value schools (school districts) rehabilitation centers special schools family associations university consultants of the Ministry 5 – What is your gender? Select Value Male Female 6 – How old are you? Select Value 20-30 40-50 50-60 more 60 7 – What is your role or position? Select Value School head Teacher Support teacher Educator Parent Tutor Social worker School representative Ministry representative/consultant Pre-school Primary school Secondary school University 8 – Which is the school you belong to? Pre-school Primary school Secondary school University 9 – What is your highest level of education? Select Value Attended high school but did not finish it High School Diploma Attended college but did not finish it Vocational/Technical degree or certificate Associates’ Degree Bachelor’s Degree Master’s Degree Doctorate’s Degree 10 – Where do you live? Select Value in a city with less than 20.000 inhabitants in a city between 20.000 and 50.000 inhabitants in a city with more than 50.000 inhabitants 11 – What kind of city is it? Select Value industrial touristic county seat country town marine town 12 – Are there in your city one of these services? all school levels university rehabilitation centers family associations other 13 – Which institution makes the diagnosis? public health systems private health systems rehabilitation centers other 14 – Which specialist makes the diagnosis? doctor – neuropsychiatrist infantile (IN) team of experts other (specify) Other (14) 15 – Who communicates the diagnosis to the school? the family the doctor – health system that made the diagnosis other (specify) Other (15) 16 – Who decides that the child needs support? IN family teachers head teacher IN and head teacher head teacher and family head teacher and teachers head teacher – teachers and family IN – head teacher and teachers 17 – What kind of support tools are used? IT supports specific teaching methodologies personalized didactic paths use of resources outside of the school (for shops and more for personal autonomy) classmates involvement specialized – support teacher Other (specify) Other (17) 18 – Can a family give up on support? 19 – Who determines the number of support hours for each pupil? the service that has made the diagnosis the school office the school by itself Other (specify) Other (19) 20 – What is the average of the support hours for each pupil? one third of school hours half of school hours full coverage other (specify) Other (20) 21 – What is the difference between hours spent by the child doing individual work and being in presence in the classroom? Select Value one third and two thirds fifty percent two thirds and one third other (specify) Other (21) 22 – Which professionals collaborate on drafting the life plan? IN service psychologist teachers support teachers parents Other (specify) Other (22) 23 – Which type of specific training is required for support teachers? Select Value Graduation Master Degree qualification courses postgraduate master 24 – Does the educator role exist? Select Value Yes No 25 – If yes, which type of training is demanded to the educator? Select Value Graduation Master Degree qualification courses postgraduate master 26 – What type of methodologies are used in schools in order to offer adequate support? peer education basic evidence education tutoring cooperative learning metacognitive strategies educational technology universal design for learning socio-emotional education flipped classroom or lesson other (specify) Other (26) 27 – How is the relationship between classmate promote? peer education cooperative learning organization of extracurricular activities other (specify) Other (27) 28 – Who supports the family in managing daily life? closest family members extended family members friends / neighbors associations other 29 – In which structures are carried out the rehabilitation courses? in public facilities at school (supplementary activities) in private facilities other 30 – What kind of collaboration exists between the therapy services and the school? Select Value occasional contacts continuous collaboration throughout the year no contact at all other 31 – Is there a team with different professionals that take care of the child and the family? Select Value Yes No 32 – What kind of support, even economic, is provided and by whom? (open answer) 33 – Which are inclusion’s social and school barriers? Not appropriated or structured spaces (mobility barriers or noisy environments…) lack of aid and of communication support lack of technology instruments lack of relationship with peers and support figures lack of teachers’ teamwork lack of specialization of support teacher not appropriate individual objectives not enough number of support hours Other (specify using 30 words maximum) Other (33) 34 – Which are inclusion’s social and school facilitators? Creating a welcoming environment Using a figurative communication Using a specific software Supporting the relationship with peers Teachers’ teamwork Having an appropriate individual program Having enough support hours Supporting inclusion during free time Having an appropriate evaluation and monitoring system Other (specify using 30 words maximum) Other (34) 35 – In compliance with the GDPR, I hereby authorize the recipient of this document to use and process my personal data contained in this survey for statistical and study purposes and I confirm to be informed of my rights. Select Value Yes No