In the past, the words “special needs” students were associated just with disabled students also called “special students”. In some European countries, “special schools” still exist. In the broader view of an inclusive European school system, the term “special needs” assumed a very complex meaning and schools adapted to the reality of classes where teachers have to face the presence of students with a very diversified classification of “needs”. Not just a physical or a mental disability. 

With the outbreak of the pandemic the topic of special needs is becoming even more urgent. Not just students but also teachers are living in a new exceptional situation, lasting a long time which is causing psychological “problems” connected with the consequences of isolation, frustration, fear, over stress, economical crisis and uncertainty. 

Teachers are asked to deal with it, respect the rules and standards of today’s school systems which are also very diverse Within the European context. The paradox is that – while each National school system is still “not so European”, in parallel in each Country problems are the same and teachers are learning – sometimes alone and in autonomy – how to create a “special needs education” – high quality and inclusive – without losing the focus on the program, on their personal and professional upgrade and on those students who are on the opposite spectrum (called “gifted” students). For these new target groups, the so-called “personalised education,” started to develop, where teachers have to plan diversified pathways of teaching&learning for students who are faster and appear not even needing a school program to follow because they are incredibly autonomous. 

This course starts from common knowledge of European guidelines and common guidelines for teachers under the main sphere of “inclusion and special needs”. A first theoretical framework of definitions and policies crossing Countries but also a comparison among countries. 

Then the course becomes more functional and examines practices, laws and solutions at different levels. Thanks to permanent research conducted by JUMP on this topic and deepening the confrontation among teachers, participants will understand a common theoretical base, will share the same difficulties at the local level and will find main guidelines in EU policies and legislative guidelines. 

One day of the week is spent in a local school, meeting teachers and students facing this topic and understanding how the Italian national system and its policies work. Finally, teachers work on a project idea to overcome barriers and plan future cooperation.