Given that the purpose of school-work alternation is common to all students of the school and consists in encouraging the integration of pupils, disabled and non-disabled, in work contexts, enhancing personal and social autonomy. In this context disabled students should:

• follow the safety course, with "marginal" support from the support teacher;

• follow the internship in the suspension of the teaching activity (also in a "sized" way) with the monitoring (also direct and with initial support) of the support and / or curricular teacher, who is in service;

• carry out the internship in the summer (also in a “dimensioned” way) with the monitoring (even direct) of the support and / or curricular teacher;

• the student is then monitored so as to allow gradual emancipation from the figure of the teacher / adult

• In particular the school, based on the potential, attitudes and skills of the disabled pupil, bearing in mind his "life project", in possible collaboration with agencies and Local Authorities, identifies a company, a cooperative and / or an institution at which the student carries out activities such as training internships.

• This experience should be shared with all the IEP drafters (Individualized Education Plan)

Work School Alternation in the IEP

 For disabled students who have followed the ASL

• In the PEI in the LEARNING AXIS - briefly describe the path of the ASL, highlighting in the verification the assessment of the student to enhance, possibly, the results achieved - I refer to a greater detail of the outcomes in the ASL documents present in the file of the boy

 • Depending on the type of ASL experience, there may have been significant experiences with implications on attitudes / behaviors that can be briefly described also in other PEI axes

The modality of realization of the training course in alternation depends on the type of deficit, the psychophysical condition of the student and the program he followed.

The activity in alternation must first of all respond to the methods envisaged, for example in Italy, by the Pei (Individualized Educational Plan), therefore, pertaining to different paths or globally corresponding to the objectives of the class.

For students who follow different paths, it may be necessary to have flexibility or an hourly reduction of the ASL path in the So (host structure). There are, in fact, pathologies linked to psychotic deficits or to the psychological sphere of the subject which prevent the student with disabilities from performing alternation courses in places other than those of the school and for the total amount of hours provided. The educational institution will therefore have to provide for these children with deficits of adaptation to external environments and / or with particular difficulties of attention or application, possibly alternative paths more suited to their personality and their real abilities such as training courses in cooperatives social, volunteer structures, simulated training company, school laboratories.

In Italy, for example, the current legislation for school-work alternation does not indicate a predetermined relationship between practical and theoretical activity, therefore the student with disabilities can carry out specific theoretical or laboratory modules at school and part of the technical-professional modules. in the host structures. Consequently, the training course must be inserted within a program suitable for the achievement of learning outcomes.

It is important to identify the students who will perform ASL and size the experiences of ASL, designing them in a manner consistent with the specific needs of the students. Real integration is possible, for the benefit of both the worker and the company, transforming the hiring of disabled people from a possible legislative obligation into an opportunity to be valued and made productive. For this to happen, the insertion at work must be a process in which attention is paid to aspects of various kinds (organizational, technological, logistic, human, ergonomic, etc.).

The figure of the company tutor is important. The tutor is a person who is part of an enterprise, who is entrusted with the task of receiving and following a disabled collaborator. This task represents a fundamental moment during which the disabled person can learn the "trade" through direct experience in a real work context. The company tutor makes available not only his own technical experience, but also and above all his own sensitivity, becoming a reference point for the person.

The tutor:

establishes a relationship of trust with the disabled person, representing for him a figure of support and reference at any time of his business experience;

it takes care of the socialization of the person in the company favoring both an overall knowledge and functional integration within the reference unit;

prepares all the actions necessary for the disabled to achieve the skills and abilities required by the professional profile;

deals with the overall evaluation of the insertion experience.

The disabled worker has the right to a work environment that guarantees his safety, which gives him the possibility of accessing the premises where he works and recreational environments, which gives him the opportunity to interact with other employees. Many disabled people do not need special precautions and, in case they need it, the solutions are often simple. Efforts must be made to ensure the safety of disabled employees. For example, it is recommended that blind or hearing impaired people be alerted when alarms are triggered. It is often appropriate, if not necessary, to identify a contact person who can help them in the event of an evacuation.

Pay particular attention to accessibility: • of the premises where the disabled person works; toilet facilities;

of the canteen or catering premises;

information and business communications and of course the stairs and elevators; parking lots; of emergency exits. It is important to provide for some adjustments to the workplace of the person with disabilities, equipping it with the appropriate technological aids that allow them to work, also providing for their periodic updating.