Social Inclusion Attitude, an Insight among Teachers from Disadvantaged Areas
DOI:
https://doi.org/10.18662/rrem/16.1/830Keywords:
social inclusion, inclusive education, collaboration, education access, career guidance and counsellingAbstract
The concept of social inclusion is about accepting diversity and acknowledging the need to find solutions and mechanisms to meet the specific particularities of all types of people. The issue of social inclusion was particularly relevant in the past century context and it has maintained its topicality in the social-economic and political context of the 21st century. The present research is a analysis of the attitude of a group of secondary school teachers on next research topics: self-evaluation of knowledge about social inclusion; self perception regarding its importance and its impact on the school and local community; their perception of social inclusion; their opinions about the causes of social exclusion and the identification of effective strategies and best practices in facilitating social inclusion. The aim of our approach has been to identify the perspective of the teachers working in high schools from disadvantaged areas, especially in the rural ones, in order to identify some supporting models and to find future paths of specific intervention. We believe that our approach can lead to the identification of effective tools for the cooperation and collaboration between the pre-university and university levels for planning activities related to teacher training on inclusive education and equal opportunities, and for being able to facilitate the access of disadvantaged students to all kinds of education.
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