Editorial: Inclusive schools for a diverse world: Psychological and educational factors and practices harming or promoting inclusion at school

Frontiers in Psychology

article

Sabine Pirchio¹  Francesco Arcidiacono³  Ylenia Passiatore⁴ 

[1] Sapienza University of Rome;Department of Dynamic and Clinical Psychology, and Health Studies;Research Department;Dipartimento di Scienze della Formazione, Roma Tre University

关键词: Inclusive education;    Teaching practices;    social inclusion;    Disability;    special educational needs;    learning difficulties;    minority students;    Prejudice;   

DOI  :  10.3389/fpsyg.2022.1049129

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Inclusion is for schools a primary goal in providing instruction and education (Daiute et al., 2021) in an equal and fair learning environment for every student. Since the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), all the educational systems were called to implement some sort of inclusive actions in their schools to make them open to the diversity of the pupils and equipped to meet their social and academic needs. This implied important intended consequences on the educational practices put in action at school, on the non-discriminatory nature of the society, and on the economic sustainability of educational systems (Ainscow et al., 2019). The Salamanca agreement framed many important changes in the way pupils are involved and supported in education.

【 授权许可】

CC BY