European Journal of Intercultural Studies, Vol. 10, No. 2, 1999 163 Gypsy Children and the Italian School System: a closer look ANA MARIA GOMES ABSTRACT By using the method of participant observation, both in the school and in the community, we were able to gain insight into a series of aspects that characterise the everyday school life of Sinti children in Italian schools. By describing the first school day of four Sinti children I attempt to point out some of the fundamental differences that exist between the children's community environment and the school's institutional environment, differences that lead to discontinuities that the children have to find coping mechanisms for. 1. Gypsy Children and the Italian school The education of Gypsy children has posed a challenge for the Italian school system during the last three decades. The first initiatives, directed by official documents, began in 1963, when special so-called "Lacio Drom" classes became official. Thus, in contrast to the preceding period, when the experiences were implemented by volunteers with a variety of guidelines, a change to a more organic phase took place, in which several ministerial resolutions provided general directives for the schooling of Gypsy children throughout the country. The period between 1982 and 1986 was one of transition. Ministerial instructions called for a gradual change from a special classes approach to an approach stressing the attendance of normal classes. Initially, the schools could count on additional personnel if Gypsy children attended the school. From 1986 onwards, the Minis- terial Circular instituted special projects, and a consequent increase in the size of teaching staff, only in those cases where real learning difficulties were detected. The new orientation meant the end of a period in which extra personnel was available. The presence of Gypsy children was, from this point onwards, considered to be an integral part of the everyday reality in Italian public schools (see Karpati & Massano, 1987). Research at the national and international level was conducted during the same period. The results, in general lines, gave considerable reason for concern. On the one hand, a significant increase in the number of Gypsy children being admitted into school systems was detected, even if irregular attendance was mentioned as an (unsolved) problem. On the other hand, an evaluation of the schooling process in terms of effectiveness showed a precarious situation, in which Gypsy pupils achieved well below the level of other pupils. This situation was shown not to be restricted to the Italian context, but was also identified, with slight variations, in several other 0952-391X/99/020163-10 ©1999 Taylor & Francis Ltd