Abstract
In light of rapid transformation and challenges arising from globalization, international institutions promote 21st century competences and Sustainable Development Goals. Following these recommendations it is necessary to rethink the educational system integrating formal, non-formal, and informal dimensions, creating schools capable of recognizing non-formal learning, intended as civic centers promoting social, cultural, and recreational initiatives. Almost 30 years after the Salamanca Declaration, this qualitative explorative research looks at whether such innovative schools are also inclusive. Carried out within the framework of Special Pedagogy, the research took place in two upper secondary schools in Italy and two in Finland. It aims to capture the perceptions of students and school personnel, on if the presence of innovative elements foster the well-being and inclusion of students. From the analysis of the results it seems that the use of innovative learning spaces and learner-centered teaching within a school that is open to the community and capable of recognizing extracurricular learning, can foster inclusion, particularly of students with special educational needs. However, these elements alone are not enough, several structural criticalities remain which can undermine their potential. At the same time, it is also important to ensure that innovation and development are guided by pedagogical principles and not simply responses to globalization and the labor market. This research data cannot be generalized but it is possible to capture elements that merit further investigation: the issue of teacher training, the introduction of multimedia and digital tools (e-books), youth workers, and school building dimensions.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Inclusion, Innovative learning environments, Learner-centred, Non formal learning, Digital learning
