scholarly journals La prospettiva glottodidattica del Progetto nazionale per l’inclusione e l’integrazione dei bambini rom, sinti e caminanti

2021 ◽  
Author(s):  
Paola Desideri
Keyword(s):  
Social Integration ◽  
Inclusive Education ◽  
School Dropout ◽  
Social Policies ◽  
Linguistic Identity ◽  
National Project ◽  
Laws And Regulations

The purpose of the essay is to examine the aspects and procedures of the National Project for the Inclusion and Integration of Roma, Sinti and Caminanti Children carried out in Italy in the years 2013-2016 by the Ministry of Labor and Social Policies. Some previous laws and regulations aiming at curbing the significant school dropout of Gypsy pupils and at promoting their integration are also taken into consideration. Given the unique cultural and linguistic identity of RSC pupils, the complex implementation of inclusive education practices is here discussed, along with the main ethnic and linguistic peculiarities of RSC pupils in view of their difficult school and social integration within the gagé’s world.

scholarly journals Social Policies in Italian Fascism. Authoritarian Strategies and Social Integration

2019 ◽  
pp. 907
Author(s):  
Chiara Giorgi
Keyword(s):  
Social Integration ◽  
Social Policies ◽  
Italian Fascism

El texto desarrolla algunos de los pasos fundamentales relacionados con el desarrollo del Welfare italiano durante los años del fascismo, enmarcándolos tanto en el debate historiográfico más reciente como en el contexto de algunos procesos nacionales e internacionales. Así, las políticas sociales fascistas se examinan tanto en el contexto general de extensión de los seguros sociales de la década de 1930, como en lo concerniente a la principal institución italiana responsable de la gestión de estos seguros sociales (el INFPS, -Instituto Nacional Fascista de Previsión Social-).

Welfare locale e decentramento amministrativo a Napoli: la ricerca come specchio del mutamento sociale

2009 ◽  
pp. 139-156
Author(s):  
Fabio Corbisiero ◽  
Elisabetta Perone
Keyword(s):  
Decision Making ◽  
Third Sector ◽  
School Dropout ◽  
The Other ◽  
Original Research ◽  
Social Policies ◽  
Active Involvement ◽  
The Third ◽  
The Social ◽  
The City

- The article summarizes the results of a research conducted on the social policies change in Naples, particularly in Scampěa and in North Area of the city. This change saws the active involvement of the third sector organizations in the process of implementation of policies. The survey pays special attention to the process of welfare networking developed in the Area, although this involved a deep reconsideration, on the part of researchers, about the risks of contamination of the research as subject get closer. The involvement of an Association, among those most active in the area, while allowed more direct understanding of decision making, on the other hand became a strong pressure. Mediation among the scientific aims and those expressed by the Association led to a deviation of the original research design.Key words: social policies, suburbs, poverty, school dropout, voluntary, welfare

scholarly journals Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes

2020 ◽  
Vol 23 (5) ◽  
pp. 1367-1384
Author(s):  
Annette Lohbeck
Keyword(s):  
Elementary School ◽  
Social Integration ◽  
Inclusive Education ◽  
Self Esteem ◽  
Group Differences ◽  
Classroom Setting ◽  
School Students ◽  
Self Perceptions ◽  
Two Samples ◽  
Significant Mediator

Abstract The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students’ academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships and differences for math and verbal self-concepts, self-esteem, and self-perceptions of social integration using two samples of elementary school students from grades 2–4: One group of students attended inclusive classes (n = 178), whilst the other group attended mainstream classes (n = 188). In addition, measurement invariance across classroom setting and possible mediator effects of self-esteem were tested. Results provided support for strong invariance across classroom setting. All constructs were positively correlated with each other. In both math and verbal domains, self-esteem and self-perceptions of social integration proved to be significant predictors of academic self-concepts. Self-esteem was more highly pronounced in younger children, while there were no effects of classroom setting on academic self-concepts. Self-esteem became a significant mediator of the relationships between self-perceptions of social integration and academic self-concepts. No group differences in math and verbal self-concepts, self-esteem, and self-perceptions of social integration were evident.

scholarly journals Inclusive Education in Ukraine and Romania: is it a Reflexive Spirituality or a Sign of Humanity of a Democratic Society?

2021 ◽  
Vol 13 (3) ◽  
pp. 479-507
Author(s):  
Larysa Platash ◽  
Anatolii Vykhrushch ◽  
Svitlana Myronova
Keyword(s):  
Inclusive Education ◽  
Democratic Society ◽  
Social Policies ◽  
Persons With Disabilities ◽  
Legal Norms ◽  
The Social ◽  
Humanistic Approach ◽  
European Values ◽  
General Scientific ◽  
Philosophical Understanding

The article attempts to test the hypothesis of whether the transformation of European values into the social policies of the post-socialist states of Ukraine and Romania contributes to the strengthening of the reflective spirituality, humanity and democracy of their nations. There have been used the following methods: general scientific, historical, retrospective and comparative. The authors have analyzed the problem of inclusive education in Romania and Ukraine in two directions: as a sign of spirituality, religiosity of Ukrainians and Romanians; and as the expressed humanity of the democratic society of Ukraine and Romania. The analysis of the reflexive spirituality of Ukrainians and Romanians is carried out on the basis of philosophical understanding of spirituality and its connection with humanity, which are presented in theoretical researches of the end of the XIX - the beginning of the XXI century. The authors explained that inclusive education is a manifestation of society's humanity towards persons with disabilities, a means of reflexive and spiritual culture of Ukrainians and Romanians. The basic democratic values established in Ukraine and Romania are freedom, openness, tolerance. The space covered by inclusive education in both countries is determined by interdependent and interpenetrating processes of humanization and democratization. The humanistic approach is the basis for the functioning of a democratic society with its system of social ties, archaic values of spirituality, religion, and culture. The values and principles declared by inclusive education are recommended and follow from the content of international documents. The approval of a number of regulatory documents on the introduction of inclusive education indicates that the Ukrainian and Romanian social policies have reached the level of norms declared by international and European legal norms. It has been found out, that the transformation of European values in both countries takes place on the basis of the international human rights instruments. This circumstance has intensified the actualization of the development of inclusion and the manifestation of reflexive spirituality, humanity and democracy.

scholarly journals Legal environment of social integration of children with disabilities

2021 ◽  
pp. 14-23
Author(s):  
Olga Matros
Keyword(s):  
Public Policy ◽  
Social Integration ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Social Protection ◽  
Practical Significance ◽  
Persons With Disabilities ◽  
Legal Documents ◽  
The Social ◽  
Social Protection Systems

The protection of childhood, especially children with disabilities is one of the main and promising areas of public policy. Legal support for the social integration of children with disabilities is a call of the time and a responsibility of the welfare state, which has undertaken as a member of the United Nations several obligations towards children with disabilities. To this end, the legislation seeks to adhere to clear algorithm of public administration of social protection of persons with disabilities. It focuses public policy on persons with disabilities according to their needs, creating an educational environment that meets the needs and abilities of each child, regardless of its special needs of social protection systems in Ukraine. The purpose of the study is to highlight and analyze international and Ukrainian legal documents, identification and characterization of the main problems in the social and legal support of the integration of children with disabilities into society. Methodology. Due to the use method of analysis, synthesis and generalization of legal acts and documents, problems in the social and legal support of the integration of children with disabilities into society have been identified. Results and practical significance. It has been found that in Ukraine there is a lack of elaboration of the legislation in the part that concerns the integration of children with disabilities into public life, in particular, their right to receive equal opportunities for education with others. Inclusive education has been considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development.

ATTITUDES TOWARD AN INCLUSIVE EDUCATION FOR STUDENTS WITH CEREBRAL PALCY

2019 ◽  
Vol 7 (1) ◽  
pp. 19-27
Author(s):  
Maria Gotsiamani
Keyword(s):  
Cerebral Palsy ◽  
Social Integration ◽  
Inclusive Education ◽  
State Policy ◽  
Typical Development ◽  
Positive Direction ◽  
Main Work ◽  
Mainstream School

The success of inclusive education depends on the action of many factors, one of which is the attitude of society towards those in need of inclusion in the educational sphere.The attitudes of 47 parents of children with a typical development towards the integration of students with cerebral palsy in the mainstream school were studied.A poll of five questions was used.The results show that: attitudes are generally adequate and humane, but should be further developed in the necessary positive direction;most parents are critical of the legislative base and state policy for educational and social integration of people with disabilities.The main work on the implementation of inclusive

Regional social integration and free movement across borders: The role of social policy in enabling and preventing access to social entitlements by cross-border movers. European Union and Southern Africa compared Integración social regional y la libre circulación a través de las fronteras: el papel de la política social para permitir y evitar el acceso a los derechos sociales de sujetos transfronterizos. Unión Europea y África Austral (SADC) en comparación Intégration régionale sociale et libre circulation aux frontières : le rôle de la politique sociale, de la lutte et de la prévention de l'accès aux droits sociaux par les migrants transfrontaliers. Comparaison entre l'Union européenne et l'Afrique australe

2013 ◽  
Vol 3 (1) ◽  
pp. 32-61 ◽  
Author(s):  
◽  
◽  
◽  
◽  
◽  
...  
Keyword(s):  
European Union ◽  
Social Policy ◽  
Social Integration ◽  
Social Protection ◽  
Social Assistance ◽  
Free Movement ◽  
Social Policies ◽  
Politique Sociale ◽  
Services Sociaux ◽  
The Eu

Social policies are central to regional social integration. This article addresses this with the European Union (EU) and the Southern African Development Community (SADC). It considers the part that access to social security, social assistance, health and education services play in facilitating free movement within regions. The article shows that in the EU the formal reality of free movement is substantially curtailed by problems with the portability of and access to social benefits. In SADC migrants' access to social protection and social services show remarkable similarity to the EU. Access to social assistance is missing in both regions for some movers. Given the symbolic nature of the “no recourse to public funds for migrants“ mantra of national social policies in both regions the article concludes that a policy and funding response at the regional or even global level is required if regional social integration is to be enhanced through social policy. Spanish Las políticas sociales son fundamentales para la integración social regional. Este artículo aborda este precepto en la Unión Europea (UE) y la Comunidad de Desarrollo de África Austral (SADC), considerando que los servicios de acceso a la seguridad social, a la asistencia social, a la salud y a la educación juegan un papel en la facilitación de la libre circulación entre regiones. El documento muestra que en la UE la realidad formal de la libre circulación se ve sustancialmente reducida por problemas con la portabilidad y el acceso a las prestaciones sociales. En la SADC el acceso de los migrantes a la protección social y a los servicios sociales muestra una marcada similitud con la UE. En ambas regiones, el acceso a la asistencia social no existe para algunos sujetos. Dado el carácter simbólico del mantra de las políticas sociales nacionales en ambas regiones de "no recurrir a los fondos públicos para los migrantes", el trabajo concluye que se requiere una respuesta política y definanciación a nivel regional, o incluso mundial, si se pretende mejorar la integración social regional a través de la política social. French Les politiques sociales se situent actuellement au cœur de l'intégration sociale régionale. Ce document aborde ce e question dans le cas de l'Union européenne (UE) et de la Communauté de développement d'Afrique australe (SADC). Il considère le fait que, l'accès à la sécurité sociale, aux services sociaux, à la santé et à l'éducation participe de manière effective à la libre circulation des personnes au sein des régions. Le document montre que dans l'UE, la réalité formelle de la libre circulation est considérablement restreinte par des problèmes liés à l'adaptation et à l'accès aux prestations sociales. L'accès des migrants à la protection sociale et aux services sociaux au sein du SADC montre des similitudes remarquables avec l'UE. L'accès à l'aide sociale est absent dans les deux régions pour certains transfrontaliers. Compte tenu de la nature symbolique du «non recours aux fonds publics pour les migrants" appliqué dans les politiques sociales nationales de ces deux régions, cet article conclut qu'une politique et une réponse financière élaborée au niveau régional ou même mondial sont nécessaires si l'on souhaite que l'intégration régionale sociale soit renforcée par la politique sociale.

scholarly journals Las prácticas realizadas por la Universidad de Costa Rica, para garantizar la educación superior de las personas con discapacidad

2018 ◽  
Vol 97 (2) ◽  
pp. 35
Author(s):  
Marcela Ramírez Morera
Keyword(s):  
Higher Education ◽  
Costa Rica ◽  
Inclusive Education ◽  
Current Knowledge ◽  
Costa Rican ◽  
Social Policies ◽  
Educación Superior ◽  
Educacion Superior ◽  
Creative Commons ◽  
The University

ResumenEl presente artículo es una sistematización de experiencias, el cual describe algunos aportes de la educación superior inclusiva de las distintas universidades públicas costarricenses. Particularmente, se discuten prácticas realizadas por la Universidad de Costa Rica, para garantizar la educación superior de las personas con discapacidad. En este texto se reconoce la educación universitaria como un derecho inherente, el cual debe ser accionado mediante la promoción de las políticas sociales vinculadas con la accesibilidad y la participación de las personas con discapacidad en los entornos universitarios. Al iniciar el texto, se describen algunos estudios principales referentes a la educación superior inclusiva, sus discusiones, desafíos y limitaciones, para visualizar el estado de conocimiento existente en esta temática. En un segundo momento, se conceptualiza la educación inclusiva y sus diferentes acepciones, se realizó un recorrido por las políticas sociales vinculadas al tema, el cual permitió discutir algunas buenas prácticas universitarias, particularmente en la UCR. Se finaliza con la descripción de experiencias de otras universidades en el contexto costarricense. Uno de los resultados más sobresalientes consiste en que la educación superior aún no visualiza algunos tópicos principales sobre educación inclusiva. Las universidades públicas costarricenses se han centralizado en brindar servicios y apoyos durante el proceso académico, no obstante se invisibilizan las diversas dimensiones que conlleva reconocer la educación universitaria como un derecho para la población estudiantil con discapacidad.Palabras claves: Políticas; Universidad; Educación Inclusiva; Discapacidad; Prácticas The practices the University of Costa Rica, to guarantee higher education for people with disabilities AbstractThis article discusses the University of Costa Rica’s practices to guarantee higher education for people with special needs. This study recognizes higher education as an inherent right, which must be prompted through the promotion of social policies linked to accessibility and this specific community participation within the university environments. First, some main studies approach higher education, its arguments, challenges, and limitations in order to evaluate current knowledge about this topic. Second, the text defines inclusive education and its different meanings; it also explores the social policies related to the subject, which allows the analysis of the beneficial practices implemented at the University of Costa Rica. Finally, the article ends illustrating the experiences from other Costa Rican universities. One of the most outstanding results is that education has not yet assessed some main aspects about inclusive education. Costa Rican public universities have focused on providing services to support the academic process; however, some dimensions that ensure higher education, as a right for students with physical or intellectual disabilities, have been ignored.Key Words: Policies; University; Inclusive Education; Disability; Practices.  Acerca del proceso editorial y sus publicaciones la revista Reflexiones utiliza la licencia Creative Commons (CC BY-NC-ND 4.0)

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