Indicators of consistency in GLO decisionmaking processes: an empirical investigation on the allocation of support hours in italian nursery and primary schools

Abstract

The Individualized Educational Plan (PEI), as defined by Legislative Decree No. 66/2017, specifies the methods and number of support hours for students with disabilities. It is developed by the Operational Working Group for Inclusion (GLO), which brings together educational, parental, and health professionals. Despite the progressive refinement of regulations, challenges persist in achieving a truly integrated bio-psycho-social understanding of students’ needs.
This exploratory study examined the coherence between the assessment of severity levels and the quantification of support hours across 100 clinical diagnoses evaluated by parents, mainstream and special-education teachers, psychologists, and neuropsychiatrists. The findings reveal low coherence among professional groups, highlighting the need for shared training pathways within GLOs to strengthen negotiation processes, promote common professional languages, and foster a holistic view of the student, thereby ensuring effective inclusion and the right to education.