| Autor: |
Salis, Francesca, Ališauskienė, Stefanija, Kairienė, Daiva, Melienė, Rita, Miltenienė, Lina, Punzo, Veronica, Riccioni, Annamaria |
| Předmět: |
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| Zdroj: |
Education Sciences & Society; lug-dic2022, Vol. 13 Issue 2, p326-340, 15p |
| Abstrakt: |
The meaning of inclusion is complex and related to every form of diversity; it needs to be defined in a broad context, within and beyond the school context, to overcome all forms of exclusion and discrimination. The concept of inclusive education concerns proper and appropriately agreed-on terminology and meanings expressed in the 2006 UN Convention ratifying the need to recognize the same rights for all individuals, as human beings, beyond stigma and labels. The paper aims to show the trajectories of inclusive education policies and practices in the historical and educational contexts of two European countries, referring to the social-constructivism and bio-psycho-social pedagogical constructs, valuing the contribution of national and international scientific literature. This article investigates cultural approaches, law evolutions and management policies that make an educational institution inclusive in the Italian and Lithuanian systems. To identify and share the developments towards inclusive education in two historically different countries' contexts, the methodology of this article refers to the relevant literature, document and research reports review. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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