In Italy, students with certified disabilities under Law 104/1992 who follow a differentiated didactic path are entitled to specific regulatory treatment. This ensures recognition of their efforts and educational progress. Current legislation addresses the attribution of school credits and the issuance of training credit certificates for these students.

Reference Legislation

Legislative Decree 13 April 2017, n. 62

Article 20, paragraph 5, of Legislative Decree 62/2017 states:

“Students with disabilities who take non -equivalent exam tests compared to ordinary ones training credit certificateinstead of the second degree secondary education diploma. “

This means that students following a differentiated program (not aimed at a diploma) and undertaking adapted assessments will receive a formal certificate acknowledging their completed path and acquired skills.

Ministerial Ordinance n. 65/2022

Article 24, paragraph 10, of the OM 65/2022 specifies that:

“To the students admitted to carry out in the last year a differentiated path, following a positive evaluation in the final ballot, is attributed for the third last and penultimate year a year school credit On the basis of the vote referred to the Pei (individualized educational plan). “

Article 11 of the same ordinance governs the final evaluation methods for students with differentiated PEIs (Individualized Education Plans) in the fifth year.

“Students with disabilities who take non -equivalent exam tests compared to ordinary ones training credit certificate instead of the second degree secondary education diploma.”

Attribution of School Credit

• Third and fourth year: The class council awards school credits based on assessments aligned with the individualized objectives in the PEI.
• Fifth year: The standard rules apply to all students regarding the final evaluation, considering the differentiated path followed.

State Exam and Training Certificate

Students with differentiated PEIs participate in the state exam by taking non-equivalent tests, which are adapted from the standard curriculum. Consequently:

• they do not obtain a high school diploma.
• They receive a training credit certificate, an official document certifying their completed path and acquired skills.

This certificate is particularly valuable for:

• Entering the workforce,
• Participating in professional training courses,
• Continuing ad hoc training programs.

A student with disabilities on a differentiated program must be evaluated and can earn school credits during their final three years. Even without a high school diploma, they receive a certificate that enhances their training course, protecting their right to study and inclusion.