The students involved have strengthened their teaching, training, professional and personal skills, strengthened their linguistic and communication skills and increased their life skills. Improved the organizational skills of our Institute and strengthened the national and international network work.
The socio-economic context in which the Institute operates is uneven with a significant proportion of students from disadvantaged families. The reference context is varied and heterogeneous also in terms of cultural background; this allows the Institute to be able to leverage the definition of its curriculum in respect of the inclinations of individuals and their valorisation. The Institute brings together students with a strong predisposition to the arts, to dexterity, to the aesthetic sense and who over the years have refined in the search for personalized techniques and paths capable of expressing their being; the school uses these characteristics as a pivot on which to act for the development of awareness, the path of citizenship and self-awareness within a community. At the provincial level, our Institute is the one that has one of the highest percentage incidences of disabled students in relation to the school population, 111 out of a population of 1574 students. Families choose our Institute because they believe that the various languages present in our curriculum can favor processes of inclusion.