Benchmarking Education Policies and Practices of Inclusive Education: Comparative Empirical Research—The Case of Croatia, Italy and Portugal

Čačija, Ljiljana Najev; Bilač, Sanja; Džingalašević, Goran

doi:10.1007/978-3-319-99677-6_8

Cited by 3 publications

(7 citation statements)

References 21 publications

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“…Italian educational policies on planning, monitoring and evaluation are at an advanced level of inclusive practices in the European framework, with key actors taking joint responsibility (Najev, Bilač, & Džingalašević, 2019;Fiorucci, 2020). Furthermore, an interesting comparative study between Australia and Italy shows that «Italian teachers have significantly more positive attitudes… and better intentions to develop and implement inclusion in their classrooms» (Sharma et al, 2018, p. 6).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective

León-Sánchez

Fiorucci²,

Catarci³

et al. 2023

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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This article focuses on the evolution of intercultural education in the educational policies of Italy and Spain. The evolution of school regulations and educational practices in both countries presents similar characteristics, including the shift from the paradigm of integration to that of inclusion of students with migrant backgrounds. At the same time, historical and political differences between the two countries have led to the implementation of very different practices, which it is interesting to compare, with a particular interest in those processes of hidden exclusion that are still present in the two educational systems, despite the progress of official regulations. We will present the critical points and strengths of both countries’ systems, identifying, on the one hand, the inclusion factors (development of inclusive practices, development of resources and programmes for foreign students) and, on the other hand, the exclusion practices that persist despite legislation (school segregation and school concentration). In the conclusions, we will suggest possible strategies to contribute to the development of intra-European measures and policies to foster the reception of people with a migrant background in national school systems.

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Section: Discussionmentioning

confidence: 99%

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective

León-Sánchez

Fiorucci²,

Catarci³

et al. 2023

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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“…The SEN child is, thus, at the center of all levels, and his or her development, reaching the upper limit of his or her ability to be educated, should be the common goal of all actors in the system. Starting from this theoretical conclusion, we can develop the intervention steps at the policy and practice levels that we outlined in the practical field [3,4].…”

Section: Discussionmentioning

confidence: 99%

“…The data were analyzed using constructivist grounded theory, which is an inductive, iterative method. With our research, we add a new element to the trend characterized by Najev Čačija and their colleagues [3,4], in which they conducted research in three peripheral European countries using the GT methodology with the aim of generating a theoretical model based on the experiences of experts. This time, we are building on the experiences of special education teachers.…”

Section: Methodsmentioning

confidence: 99%

“…As a result, mental health needs to be understood from biological, psychological, and societal perspectives, and there is a need to simultaneously target numerous complex elements to enhance mental health [1,2]. As in other peripheral European countries, [3,4] in Romania, disability perceptions and equal opportunities issues have undergone significant changes in the last decades in terms of education and the structure of the different care systems. However, a negative evaluation still surrounds the segregated specialized institutions, which are institutionalized and, following the European countries' model, perform various roles, such as special education, habilitation-rehabilitation, skills development, or even talent management.…”

Section: Introductionmentioning

confidence: 99%

“…A systematic approach to the topic is not without precedent in the literature. Najev Čačija et al [3,4]-based on the work of Kyriazopoulou and Weber-distinguish three system levels: the macro (legal and national context), mezzo (practice in school), and micro (classrooms and the interaction between students and teachers). Parents and families play an important role at all three levels [3,4].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

Dan¹,

Kovács

Bacskai

et al. 2023

IJERPH

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Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent–school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children’s academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent–school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child’s situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child’s specific needs and plan complex habilitation/rehabilitation. To sum up, a parent–educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.

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Towards an Identification of Critical Success Factors for European Inclusive Education

Čačija

Alfirević

Jurić³

2020

Educational Leadership, Improvement and Change

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Benchmarking Education Policies and Practices of Inclusive Education: Comparative Empirical Research—The Case of Croatia, Italy and Portugal

Cited by 3 publications

References 21 publications

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

Towards an Identification of Critical Success Factors for European Inclusive Education

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