In the article titled "About those specialization courses on support" written by Salvatore Nocera, concerns are raised about the specialization courses on support for teachers with foreign qualifications, soon to be launched, organized by INDIRE (National Institute for Documentation, Innovation and Educational Research) in compliance with the Interministerial Decree 77/25. The author shares the criticisms raised by the Collective of Specialized Support Teachers.

School support is not a mere formal fulfillment, but an educational, ethical, and social responsibility that requires specific skills, field experience, critical reflection abilities, and thorough preparation. The training of teachers responsible for ensuring the right to education and inclusion of students with disabilities cannot be reduced to compressed courses, with disorganized scheduling and simplified assessment methods.

Although the FISH Federation managed to increase the training credits from 30 to a higher number, the author considers these courses lacking in theoretical training and devoid of indirect internship, which is fundamental for professional training guided by a tutor. The indirect internship consists of face-to-face dialogues where the trainee presents to the tutor the problematic aspects observed during the direct internship and possible solutions, receiving confirmations or corrections. The author agrees with the Collective in considering these courses too short and rushed.

Despite the criticisms, the author is certain that the Ministry of Education and Merit will respect the commitment expressed in the founding Decree, namely that these courses will be held only this time. The author reiterates his opposition, aligning with SIPeS (Italian Society of Special Pedagogy), and asks, together with the FISH Federation, that the specialization courses for support last two years, instead of one year, which is considered insufficient, and a substantial revision of the current training project. He emphasizes the importance of quality preparation to ensure the training of professionals capable of effectively addressing the challenges of school inclusion and respecting the rights of students with disabilities.