Developing and Promoting Inclusion from Kindergarten to University

Abstract

Current educational contexts in many countries are characterized by high heterogeneity and plurality. The inclusion of students who represent a range of life experiences, including migration, psychological difficulties, low socio-economic status or disability, has required schools to support diversity through identifying different ways of enhancing learning through personalization of instruction and attention to the needs of individuals at different stages of their lives. Despite knowledge of the advantages of diversity, in educational contexts in which students with disabilities or other vulnerabilities have been included, micro- and macro-exclusion and victimization phenomena continue to be experienced. It is essential, therefore, to identify effective interventions with the goal of reducing stereotypical views of difference and disability and enabling students to learn to collaborate, play and work with others. This chapter explores a number of evidence-based programmes and interventions to promote more inclusive environments from kindergarten through university, emphasizing the importance of mutual support and valuing of diversity, ensuring greater social justice for all.

Citation

Santilli, S., Ginevra, M.C., Di Maggio, I. and Nota, L. (2019), "Developing and Promoting Inclusion from Kindergarten to University", Promoting Social Inclusion (International Perspectives on Inclusive Education, Vol. 13), Emerald Publishing Limited, Leeds, pp. 55-69. https://doi.org/10.1108/S1479-363620190000013005