The role of the Special Education Needs Coordinator: an interview with Prof. Rosa Alba Gambino at the Conservatory A. Scarlatti, Palermo
By Elide Scarlata
Within Italian Conservatories, the role of the Special Educational Needs (SEN) Coordinator has long been established, tasked with monitoring the enrollment and educational journey of students with disabilities.
For the Conservatory A. Scarlatti in Palermo, Prof. Rosa Alba Gambino, professor of Music Pedagogy, has held this position since November 2023. I met with Prof. Gambino to ask her about challenges and tasks related to her role.
E.S.: “What challenges have you encountered in this role so far?”
R.G.: “The role of the SEN Coordinator is relatively new in our institution, requiring us to "reinvent" it in the context of higher music education. Unlike high schools, conservatories can award degrees but not credit certifications. This means that incoming SEN students should embark on a path with appropriate compensatory tools and measures, aimed at the typically professional goals of conservatories. One of the initial challenges, since I took on this role, has been reconciling the conservatory's previous willingness to welcome and include students with disadvantages with the actual possibility for some of them to follow highly specialized music programs smoothly and with a satisfying educational outlook. I found it far from simple to work with the faculty to identify solutions regarding both the curriculum and exam modalities tailored to individual students, especially when difficulties are related to cognitive impairments. A critical aspect is defining what can be considered an "equivalent program" concerning, for example, the choice of instrumental repertoires or the development of interpretative finesse. So far, I have carried out my duties by interpreting a set of regulations, including educational ones (by extension), which do not provide clear guidelines for conservatories and leave it to the institutions' discretion to handle a wide range of needs.
E.S.: “What strengths have you found in the institution?”
R.G.: “The primary strengths are the strong sensitivity and priority attention given by Director Mauro Visconti to the issue of special educational needs in all its possible forms. The SEN Committee, chaired by him, meets frequently to plan for each student, engaging with families and respecting their rights and the institution's specificities. The committee also awards peer tutoring scholarships to students selected through specific calls, supervising their work and supporting them during their tutoring. This is possible thanks to the constant support of a secretary dedicated to student relations and welcoming, who handles their bureaucratic needs more directly and informs me and the SEN Committee. Another strength is the agreement with the University of Palermo to soon appoint a psychologist who may also serve as a specialized tutor if needed. As always, the strengths lie in the dedicated and passionate people working with conviction.”
E.S.: “What strengths would be necessary for the institution?”
R.G.: “Regarding the management of special educational needs, all conservatories should establish a course with special educational purposes, detached from traditional curricula, offering flexible structures to include a reduced number of personalized teachings without exams. Such a course should allow young people for whom preparatory and three-year courses are inadequate to accompany their lives with an instrument.
In our conservatory, we are laying good foundations to consider such a project in the future.
It is clear that issues related to logistics, teacher assignments, and the absence of support staff in our sector, among other things, need to be addressed.
A course with these characteristics would be a significant strength in terms of inclusion.
Sufficient and consistent financial resources and the formation of a cohesive and competent group are essential conditions.”
E.S.: “How would you describe your role towards your colleagues?”
R.G.: “Demanding, burdensome. Conservatory teachers are not required to have any training regarding Special Educational Needs because conservatories, by artistic tradition, are based on the concept of selection, which does not exactly align with inclusion. To reconcile these two concepts, I first work constantly on myself, as I too am a teacher trained in the traditional instrumental method, followed by psycho-pedagogical training. Secondly, I try to engage with colleagues who have SEN students in their courses, informing them about the students (while respecting privacy), discussing individualized programming, specific tools and measures, and regulations. Currently, these have been individual meetings and exchanges to optimize time and actions to be taken, but gradually, as the SEN Committee, we plan to hold informational/training meetings for the entire faculty to familiarize everyone with the topics we are discussing.”
E.S.: “I am aware of a National Coordination of SEN Coordinators. Can you tell me about its functions?”
R.G.: “This Coordination created a regulation applicable in all conservatories, forming the basis for the current regulation at the Palermo Conservatory. It is necessary for this coordination to form a stronger network involving as many teachers from each institution as possible.”
E.S.: “Do you have any suggestions for colleagues in your position?”
R.G.: “I have so much to learn myself that I am not in a position to offer suggestions beyond what can be inferred from what I have said. Perhaps one: listen with your heart, but with clarity, to the people we bridge between: students, families, teachers. Engage and inform colleagues separately and informally, as formal moments can inhibit, intimidate, or rigidify those not ready to welcome a student with special needs into their classroom. Student secretarial support is crucial for assigning the most suitable teacher for each student, overcoming the usual practice of forming classes through standard bureaucratic operations.
We need to find inclusive solutions consistent with the Conservatory's mission, respecting the individual's abilities and disabilities. Additionally, I consider training for teachers and administrative staff with a specific course providing concrete operational tools for effectively including students with disabilities as very important.”
The IncluMusic project thus aligns with Prof. Gambino's vision, marking an important step towards inclusion within European conservatories.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency for Community Programs in the Field of Education and Professional Development. Neither the European Union nor ANPCDEFP can be held responsible for them.