Indicatori di coerenza nei processi decisionali dei GLO: un’indagine empirica ­sull’attribuzione delle ore di sostegno nella scuola dell’infanzia e primaria. Indicators of consistency in GLO decision -making processes: an empirical investigation on the allocation of support hours in italian nursery and primary schools

The Individualized Educational Plan (PEI), as defined by Legislative Decree No. 66/2017, specifies the methods and number of support hours for studentswith 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 bio­psycho­social understanding of students’needs.This exploratory study examined the coherence between the assessment of severity levels and the quantification of support hours across 100 clinicaldiagnoses evaluated by parents, mainstream and special­education teachers, psychologists, and neuropsychiatrists. The findings reveal low coherenceamong professional groups, highlighting the need for shared training pathways within GLOs to strengthen negotiation processes, promote commonprofessional languages, and foster a holistic view of the student, thereby ensuring effective inclusion and the right to education.