Inclusion in School begins in the social, cultural and political context of 1968 that brought to the legislation for insertion first and then integration, which culminated in the ruling of the Constitutional Court no. 215/1987 and law no. 104/92, to be completed in 2000; the second phase follows, which reaches up to 2019, passing through the ratification of the UN Convention on the Rights of Persons with Disabilities of 2006, carried out by law no. 18/09, to conclude with the approval of law no. 107/2015 for the “good school” and the delegated decrees among which the legislative decree no. 66/17, integrated by the legislative decree no. 96/19. The third phase follows, which includes all the emergency legislation for the pandemic, in which pupils with disabilities have kept, even in the red areas, the right to the teaching in person “in a situation of effective inclusion with a small group of classmates who wanted it” and which culminated in the issue of decree no. 182 about the new IEP.
