Qualifying courses for teachers, 11th cycle, academic year 2025-2026 - Ministerial decree published: 331 positions assigned to the University

Rome, 3 July 2026 - With the publication of the ministerial decree for the 11th cycle of specialization courses for teaching support, theUniversità Campus Bio-Medico di Roma officially enters the national teacher training system with the specialization courses for teaching support (TFA), making available to Italian schools a wealth of scientific, clinical, and educational skills developed over twenty years of academic experience.

As part of national planning, at theUniversità Campus Bio-Medico di Roma A total of 331 places were assigned, divided as follows:

  • 250 places for specialization in support in primary schools;
  • 81 positions available for specialization in support of secondary schools.

The open application period represents an important opportunity for those wishing to embark on a highly qualified career path and make a concrete contribution to building an increasingly inclusive school, attentive to the needs of every student.

Applications are already open and can be submitted until 12.00 on 10 July 2026, according to the procedures indicated on the website dedicated.

An integrated model combining pedagogy, neuroscience, and medical-health skills

In a context characterized by a growing demand for specialized teachers, the University offers a distinctive training model that integrates pedagogy, neuroscience, developmental psychology, and medical-health skills, with the aim of training professionals capable of understanding and addressing the complex educational needs of contemporary schools.

«Today every learning process can be made more effective thanks to the knowledge that neuroscience offers on the functioning of the person», explains Professor Paola Binetti, lecturer in History of Medicine and Human Sciences at theUniversità Campus Bio-Medico di Roma. "The special education teacher cannot limit themselves to applying standardized teaching methodologies, but must understand how each student learns, their resources, their weaknesses, and the conditions that can foster their development. Neuroscience offers valuable tools for understanding these processes and translating this knowledge into increasingly personalized educational interventions."

The distinctive value of the model proposed by theUniversità Campus Bio-Medico di Roma lies in the contribution of the Departmental Faculty of Medicine and Surgery. The knowledge developed in the fields of neuroscience, pediatrics, child neuropsychiatry, and psychology allows us to offer future special education teachers new insights into understanding students' difficulties and transforming this understanding into personalized and inclusive educational strategies.

It's not about transferring clinical skills to schools, but about providing teachers with a greater ability to understand the complexity of educational needs. Understanding the "why" of a difficulty and knowing the mechanisms that influence learning, behavior, attention, and motivation means being able to develop more appropriate and personalized interventions.

In this sense, special education teachers are increasingly called upon to play an educational role based on observation, listening, and the ability to enhance individual potential. They are professionals capable of tailoring their learning, adapting tools and strategies to each student's unique characteristics and encouraging their full participation in the classroom.

The person at the center: the whole person and every person

The approach of theUniversità Campus Bio-Medico di Roma It is based on a vision of the person that has always characterized the University: placing "the whole person and every person" at the center.

A perspective that invites us to overcome any reductive reading of the human being and considers each individual in their biological, psychological, relational, social, and spiritual entirety.

A reflection by Austrian neurologist and psychiatrist Viktor Frankl, cited by Professor Binetti, effectively describes this perspective. Frankl observed how different geometric figures—a cone, a sphere, and a cylinder—can generate the same circular shadow when projected onto a plane. Limiting ourselves to observing the shadow risks confusing profoundly different realities. Only by broadening our gaze is it possible to grasp the true nature of what lies before us.

Similarly, in school, a learning disability, challenging behavior, or fragile relationships can't be understood through a single lens. Behind seemingly similar manifestations, there may be vastly different histories, needs, and paths.

For this reason, training special education teachers today requires multidisciplinary training, capable of integrating different perspectives on individuals and their learning processes. It is precisely this ability to look beyond the symptom or apparent difficulty that Campus Bio-Medico University aims to instill in future teachers.

A concrete response to the new needs of the school

Today's schools are faced with increasingly complex needs, ranging from learning difficulties to relational and emotional fragility, to challenges related to mental health in developmental age.

In this scenario, the special education teacher plays a strategic role not only in supporting individual students, but also in promoting inclusive environments and supporting the class group through educational interventions that prevent vulnerabilities and enhance each student's potential.

A consolidated experience in the care and support of the person

The approach that theUniversità Campus Bio-Medico di Roma intends to make available to future support teachers its roots in an educational experience already consolidated within the University.

Examples include the Tutoring Project, which guides students through personalized guidance and support, and the PROBEN Project, dedicated to psychological well-being and the emotional dimension of learning. These initiatives reflect a shared belief: educational growth depends on the ability to recognize individual needs, enhance their potential, and build environments that foster inclusion and well-being.

It is this same attention to the person, considered in their entirety and uniqueness, that the University intends to place at the service of Italian schools today, contributing to the training of teachers capable of understanding, accompanying, and valorizing each student on their journey of growth.