Inclusive social networks and inclusive schools for disabled children of migrant families

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

“…Inclusive education represents a fundamental channel for the success of a sustainable development strategy. In most sub-Saharan African countries, the education system is suffering from partial special education (Anastasiou & Keller, 2011;Caldin, 2014). In these countries, the national educational systems adopted are limited in addition to special and inclusion services that are much undeveloped.…”

The circumstances of migrant families raising children with disabilities in five European countries

“…Children with disabilities and migrant children with special needs are integrated within the regular education system, and there has been considerable research on strategies for teaching, welcoming, and including nonnative Italian-speaking students and students with disabilities. However, only a handful of studies have addressed the combined impact of migration and disability (for example : Caldin, 2014;Goussot, 2011). The results of one school-based research study (Caldin, Argiropoulos & Dainese, 2010) highlight the difficulties teachers face when trying to communicate with migrant families raising children with disabilities.…”

“…In this regard, education and social professionals point out the need for parents to have access to a local case manager, as well as a network of family and friends from a similar cultural background. Furthermore, migrant families raising children with disabilities face additional everyday challenges, such as precariousness, maternal isolation, and language barriers (Caldin, 2011(Caldin, , 2014Caldin et al, 2010). Schools and education services play a key role in meeting the needs of children with disabilities by making them feel welcome and by fostering inclusion.…”

“…In this regard, communication with families and their participation in the education process are the most crucial success factors for an inclusion strategy. Finally, Caldin (2014) shows that educators and education services play a positive role in the integration of migrant families by fostering cultural exchange and dialogue among children. The inclusion and participation of migrant families also improve in the presence of cultural mediators.…”

I processi inclusivi nella prima infanzia tra diritti e responsabilità

“…Per superare questa visione riduttiva ed estremamente dannosa occorre che genitori ed educatori attuino la cura autentica, in cui il bambino e la bambina vengono riconosciuti come persone e non come "sottopersone" imprigionate in una perenne dipendenza. Aver cura di bambini e bambine con disabilità significa aiutarli a realizzare responsabilmente la cura di sé, senza sostituirsi ad essa, senza intromettersi (Caldin, 2007, p. 90;Caldin, 2013Caldin, , 2014Caldin, Serra, a cura di, 2011;Visentin, Caldin, Chiandetti, 2015): in tal senso, la relazione educativa diviene il punto in cui si attua il cambiamento, in cui si restituisce all'altro la normalità negata.…”