Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 13 No. 2 (2022): Special Pedagogy and Special Didactics for an innovative school and an inclusive education

Diversity and inclusion. Shared meanings between Italy and Lithuania. International comparative analysis of inclusive trajectories in eduvational policies and practices

DOI
https://doi.org/10.3280/ess2-2022oa14503
Submitted
August 12, 2022
Published
2022-12-20

Abstract

The meaning of inclusion is complex and related to every form of diversity; it needs to be defined in broad horizons, within and beyond the school context, with the aim of overcoming all forms of exclusion and discrimination.

The concept of inclusive education concerns proper and appropriately agreed terminology and meanings expressed in the 2006 UN Convention ratifying the need of recognizing the same rights for all individuals, as human beings, beyond stigma and categorising labels.

In this article we examine the Italian and Lithuanian inclusive systems, within the paradigm of social constructivism and the contribution of both national and international scientific literature referring to bio-psycho-social pedagogical meanings. In order to reveal the developments towards inclusive education in two countries contexts, the methodology of this article is based on the relevant literature, document and research reports review.

References

  1. Ališauskas A. (2019). Vaiko situacijos vertinimas: sėkmingo ugdymosi link. Evaluation of child’s situation: towards successful learning. Siauliai University publishing.
  2. Alisauskiene S., Harju-Luukkainen H. (2021). Changes towards inclusion in the Lithuanian education system. In Dialogues between Northern and Eastern Europe on the Development of Inclusion. Theoretical and Practical Perspectives. https://books.google.lt/books/about/Dialogues_between_Northern_and_Eastern_E.html?id=DAEWEAAAQBAJ&redir_esc=y.
  3. Alisauskiene S., Guðjónsdóttir H., Kristinsdóttir J. V., Connolly T., O’Mahony C., Lee L., Milteniene L., Meliene R., Kaminskiene L., Rutkiene A., Venslovaite V., Kontrimiene S., Kazlauskiene A., & Wozniczka A. K. (2020). Personalised Learning within Teacher Education: A Framework and Guidelines. Progress Reflection No. 37 On Current and Critical Issues in Curriculum. UNECSO International Bureau of Education. IBE/2020/WP/CD/37.
  4. Ališauskienė S. Miltenienė L. (2017). Inclusive education – the need for systemic changes. Multicultural studies. Wrocław: Uniwersytet Wrocławski, 2017, 4: 167-188. http://www.repozytorium.uni.wroc.pl/Content/87333/.
  5. Alisauskiene S., Milteniene L. (2018). Inclusive or engaging (‘absorbing’) education: interpretations of social constructs in the context of change in education. Special Education, 1(38): 11-32. doi: 10.21277/se.v2i37.347.
  6. Amatori G., Bocci F. (2021). Il PEI: la via italiana all’inclusione tra istituito e istituente. L’integrazione scolastica e sociale, 20(2). doi: 10.14605/ISS2022105.
  7. Booth T., Ainscow M. (2014). Nuovo Index per l’inclusione. Percorsi di apprendimento e partecipazione a scuola. Roma: Carocci.
  8. Canevaro A. (2013). Scuola inclusiva e mondo più giusto Trento: Erickson.
  9. Canevaro A., Gianni M., Calligari L. (2021). L’accompagnamento nel progetto di vita inclusivo. Trento: Erickson.
  10. Canevaro A., Ianes D. (2017). Lontani da dove? Passato e futuro dell’inclusione scolastica in Italia. Trento: Erickson.
  11. Canevaro A., Ianes D. (2022). Un’altra didattica è possibile. Esempi e pratiche di ordinaria didattica inclusiva. Trento: Erickson.
  12. Cottini L. (2019). Universal design for learning e curricolo inclusivo. Trento: Erickson.
  13. d’Alonzo L. (2018). Pedagogia speciale per l’inclusione. Brescia: Scholé.
  14. D'Angelo I., Santoro A., Marfoglia A., Del Bianco N., Capellini S. A., Giaconi C. (2021), Introduzione. In La formazione dell’insegnante specializzato nella scuola dell’infanzia e primaria. Esperienze e progetti a confronto. Edizioni Accademiche Italiane; pp. 7-9.
  15. Demo H. (2015). Didattica delle differenze. Proposte metodologiche per una classe inclusiva. Trento: Erickson.
  16. European Agency for Special Needs and Inclusive Education (2018). Country policy review and analysis: Lithuania. Odense, Denmark. Text available at the website www.european-agency.org/sites/default/files/agency-projects/CPRA/Phase1/CPRA%20Lithuania.pdf.
  17. European Agency for Development in Special Needs Education (2010). Inclusive Education in Action – Project Framework and Rationale, Odense, Denmark: Text available at the website https://www.inclusive-education-in-action.org.
  18. Evans P., Sabaliauskiene R. (2010). The Lithuanian Way to Inclusive Education. Special Education, 2(23): 167-176. http://www.sumc.su.lt/images/journal2010_2/23_evans_sabaliauskiene_en_doc.pdf.
  19. Florian L., Pantic N. (eds.) (2017). Teacher Education for the Changing Demographics of Schooling. Issues for Research and Practice. Springer International Publishing AG. 241 p.
  20. Fiorucci A. (2016). Inclusion in school. A study of pre-e in-service teachers perceptions. Form@ re, 16(3): 20-34 DOI: 10.13128/formare-19109.
  21. Galkienė A. (ed.) (2017). Inclusion in socio-educational frames: inclusive school cases in four European countries: international collective monograph. Vilnius: The publishing house of the Lithuanian University of Educational Sciences, 473 p.
  22. Gardou C. (2015). Nessuna vita è minuscola: per una società inclusiva. Milano: Mondadori.
  23. Giaconi C. (2018). Education for all and Quality of Life. In Giaconi C., Rodrigues M. B., Inclusive Education. Perspectives, reflections and case studies. Chisinau: Edizioni Accademiche Italiane. pp. 3-6.
  24. Giaconi C., Caldin R. (2021). Pedagogia speciale, famiglie e territori. Sfide e prospettive. Milano: FrancoAngeli.
  25. Global Education Monitoring Report (2021). Central and Eastern Europe, Caucasus and Central Asia: inclusion and education: all means all. Text available at the website https://unesdoc.unesco.org/ark:/48223/pf0000375490.
  26. Goussot A. (2015). La pedagogia speciale come scienza delle mediazioni e delle differenze. Fano: Aras edizioni.
  27. Ianes D., Cramerotti S., Fogarolo F. (2021). Il nuovo PEI in prospettiva bio-psico-sociale e ecologica. Trento: Erickson.
  28. Ianes D., Demo H., Dell’Anna S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. Prospects, 49: 249-263 Doi: 10.1007/s11125-020-09509-7.
  29. Launchlan F., Fadda R. (2012). The italian model of full inclusion: origins and current directions. In Boyle C., Topping K., What works in inclusion. McGraw – Hill Education UK.
  30. Law on Education of Lithuanian Republic (2011). Text available at the website https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.395105.
  31. Law on Education of Lithuanian Republic. (2020). https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.1480/eFLICVKEJC.
  32. Law on Education of Lithuanian Republic (2011). Actual version 2022-01-01 - 2022-08-31: I-1489 Lietuvos Respublikos švietimo įstatymas (lrs.lt): Text available at the website https://eseimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.1480/asr.
  33. Law on Special Education (1998, inactive since 2011). Text available at the website https://e-seimas.lrs.lt/rs/legalact/TAD/TAIS.69873/.
  34. Medeghini R. (2015). Norma e normalità nei Disability Studies. Riflessioni e analisi critica per ripensare la disabilità. Trento: Erickson.
  35. MESS (2014). The State Education Strategy, 2013-2022. Vilnius: LRSMM www.sac.smm.lt/wp-content/uploads/2016/02/Valstybine-svietimo-strategija-2013-2020_svietstrat.pdf.
  36. Miltenienė L., Kaffemanienė I., Melienė R., Kairienė D., Geležinienė R., Tomėnienė L. (2020). Specialusis ugdymas ir jo transformacijos įtraukiojo švietimo kontekste. Šiauliai: Šiaulių universitetas. 687 p.
  37. Ministry of Education, Science and Sport (2022). Text available at the website https://smsm.lrv.lt/lt/naujienos/diskusija-ruosiantis-itraukiajam-ugdymui-svietimo-pagalba-yra-ugdymo-dalis?lang=lt.
  38. Mortari L. (2007). Cultura della ricerca e pedagogia. Prospettive epistemologiche. Roma: Carocci.
  39. National Network of Education NGOs (2022). Problems and Priorities of Education in Lithuania. Text available at the website https://svietimotinklas.lt/en/tyrimas/problems-and-priorities-of-education-in-lithuania/.
  40. Pedagogical psychological support provision model, June 25, 2003. Nr. 897 Text available at the website https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.215856.
  41. Ruskus, J. (2002). Negalės fenomenas: monografija. Phenomenon of Disability: monograph. Siauliai University publishing.
  42. Nussbaum M. (2007). Le nuove frontiere della giustizia. Disabilità, nazionalità, appartenenza di specie. Bologna: il Mulino.
  43. Salis F. (2017). La persona con Sindrome di Down: riflessioni di Pedagogia e Didattica speciale per una presa in carico globale nella prospettiva inclusiva. Roma: Anicia.
  44. Salis F. (2016). Disabilità cognitiva e narrazione. Roma: Anicia.
  45. Šapelytė O., Ališauskienė S. Ališauskas A., Melienė R., Miltenienė L., Ruplienė D. (2021). Lietuvos pedagoginės psichologinės pagalbos teikimo modelio ekspertinis vertinimas (Assessment of Pedagogical Psychological Support Model in Lithuania). Text available at the website https://www.nsa.smm.lt/wp-content/uploads/2021/08/PPP_modelio_ekspertinis_vertinimas_2021m..pdf.
  46. The National Education Strategy 2013-2022 [2013-12-23 No XII-745] Text available at the website http://www.smm.lt/web/lt/teisesaktai/tei/valstybine-svietimo-strategija_1.
  47. UNICEF (2017). Inclusive education. Including children with disabilities in quality learning: what needs to be done? September 2017.
  48. UNICEF. Text available at the website https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief.pdf.
  49. UNICEF (2021). A deep dive into the European Child Guarantee in Lithuania Literature review, UNICEF Regional Office for Europe and Central Asia, Geneva, 2021.
  50. WHO (2001). ICF. International classification of functioning, disability and health. World Health Organization, Geneva.

Metrics

Metrics Loading ...