In January 2016, GLOBI initiated a partnership with the leading peer-edited journal for education in Bulgaria, Pedagogy, launching a series of academic papers on Special and Inclusive Education and Education for the Most Marginalised Learners.
Pedagogy is a scientific theoretical and methodological journal. It combines respective areas of knowledge in a wider range of information, such as preschool education, primary education, education for adults, comparative education, special and inclusive education, history of pedagogy, social pedagogy. Focus of the journal are all educational levels – from pre-school, primary, secondary and higher education to learning through life.
Pedagogy has an electronic and a print copy. It is also available via EBSCOhost Research Databases and ERIH PLUS – European Reference Index for the Humanities and the Social Sciences.
Why inclusive education?
Education is a fundamental human right. Article 26 of the UN Universal Declaration on Human Rightsaffirms that “Everyone has the right to education” and “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms”. This fundamental right is reaffirmed by the UN Convention on the Rights of the Child, which mentions education in several articles, and by article 24 of the UN Convention on the Rights of Persons with Disabilities, which states that “States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning”.
According to the World Health Organisation, around 93 million girls and boys worldwide – or one in 20 of those under 15 years of age – live with a moderate or severe disability and face relevant barriers in accessing quality education. Additionally, children and youth from poorer households, indigenous populations and ethnic minority groups are also at significantly higher risk of experiencing disability and being left out of education.
Each month experts in the fields of inclusive education and education for marginalised learners are invited to submit their papers for review to GLOBI.
The paper must follow Pedagogy’s guidelinesand can be written in any of the following languages: English, French, Spanish, German, Italian, Russian, Bulgarian.
Your submission to GLOBI/Pedagogy must be original, unpublished and cannot be under review for publication elsewhere during the time it is being considered in GLOBI/Pedagogy. Both empirical and theoretical studies and analyses are accepted. GLOBI will determine all work deemed appropriate for the journal and will notify the author whether the work is accepted and/or changes are required.
Following the publication of a paper on Pedagogy, a pdf copy of the article will be published on GLOBI’s website to offer further visibility.
Abstract: The paper explores the strategies applied in teaching reading skills to pupils with dyslexia. It starts with an analysis of some of the most influential theories of reading development in languages with an alphabetic orthography and the implications they have for teaching reading skills. Next, it identifies the areas of reading acquisition that are most frequently affected in dyslexia, acknowledging the complex and inhomogeneous nature of this specific learning difficulty. Drawing on research on reading interventions, the paper discusses the focus given to structured phonics presented in a rich language environment. It suggests that comprehension developing activities alongside the development of phonological skills should not be underestimated. Additional principles guiding instruction are identified and discussed –multisensory teaching, the role of context, mixed-ability grouping, reinforcement, overlearning and metacognition. Taking into account the variations of each learner’s profile, the author concludes that accommodating the reading instruction to meet each student’s individual needs is what teachers should aim at in order to secure the most inclusive learning environment.
Citation: Troeva, B., (2016) ‘The Process of Reading and the Teaching of Reading Skills to Pupils with Dyslexia’, Pedagogy: Bulgarian Journal of Educational Research and Practice, vol. 88, 3, pp. 366-386.
Abstract: In this article I critically discuss some of the benefits and limitations of using Ecological Systems Theory (EST) in research on Inclusion and Special Educational Needs/Disabilities (SEN/D). In support for this discussion I draw on reflections from a study I conducted on the social inclusion and participation of young people with dual sensory impairment in mainstream schools (author, 2012). The aim was to explore to what extent the young people were socially included in the mainstream environment and to identify any barriers to their participation. I used EST (Bronfenbrenner, 1979) as the theoretical framework for the study and accordingly perceived the mainstream school as a system, components of which continuously interact and influence social inclusion. The aim of this article is to argue that the conceptual framework of EST is a valuable tool for research exploring inclusion in education of learners with SEN/D, because it helps the researcher focus on the crucial interplay between the individual and the context, in which the individual is embedded. Challenges for researchers adopting this framework are also considered.
Keywords: ecological systems theory, qualitative research, inclusive education, special educational needs, disabilities
Citation: Kamenopoulou, L., (2016) ‘Ecological Systems Theory: a Valuable Framework for Research on Inclusion and Special Educational Needs/Disabilities’, Pedagogy: Bulgarian Journal of Educational Research and Practice, vol. 88, 4, pp. 515-527.
Author: Mike Fox, Limerick School of Art and Design
Abstract: Marginalised, students ﬁnd the habitus of western, higher education institutions most unwelcoming. Central to the difﬁculties, which they experience, is the deﬁcit-based compensatory model of widening participation applied to non-traditional learners. This model is reflected in the “culture of poverty” hypothesis favoured by neo-liberal institutions as the means of “ﬁxing” the problems experienced by learners from disadvantaged backgrounds. Culture of poverty suggests people from lower socio-economic backgrounds share a series of universally consistent values and behaviours and places responsibility for the difﬁculties, experiences by these individuals, with the individuals themselves and their communities rather than any systemic failings.
Dealing with the problems experienced by those on the margins of society requires removing the deﬁcit paradigm and replacing it with an asset-based structure, grounded in critical learning practices.
Keywords: deficit, marginalised learners, cultural capital, critical learning
Citation: Fox, M., (2016) ‘Challenging the Concept of Cultural Deficit Through a Framework of Critical-Based Education’, Pedagogy: Bulgarian Journal of Educational Research and Practice, vol. 88, 5 , pp. 638-647.
Authors: Carolina Carotta, Pamela Crepaldi (Turin Institute for the Deaf) and Enrico Dolza (Turin nstitute for the Deaf, University of Turin)
Abstract: The enrollment of d/Deaf students in the universities of Turin, Italy, has increased for the past 15 years. Each student is entitled to an individual plan and special educational services, such as sign language interpretation and specialized tutorships. However, results of this study highlight several issues, including high percentages of d/Deaf students dropping out from university and the lack of access to international mobility programs.
Keywords: higher education, Deafness, Sign Language, Erasmus, UNCRPD, university
Citation: Carotta, C., Crepaldi, P. & E. Dolza (2016) ‘The Inclusion of d/Deaf Students in the Universities of Turin, Italy: Services Provided, Individual Plans and Open Questions’, Pedagogy: Bulgarian Journal of Educational Research and Practice, vol. 88, 7 , pp. 961-970.
Abstract: Children with Behavioural, Emotional and Social Difficulties (BESD) are at high risk of experiencing exclusion in both England and Greece. However, this particular category of Special Educational needs (SEN) has so far received relatively little academic or political attention in comparison to other SEN. This paper attempts to point out the barriers that may prevent the inclusion of children with BESD both in terms of the theoretical conceptualisation of the category itself and in terms of the policies and practices that England and Greece may implement. In order to achieve a further yet coherent picture of the current situation, this paper has identified three different types of factors that may negatively influence inclusion. Therefore, by discussing the possible ideological, structural, and practical challenges, the paper aims to highlight the crucial need for further theoretical insight that would be able to inform and promote the establishment of a more cohesive and efficient legislative framework for pupils with BESD in both countries.
Keywords: behavioural, emotional and social difficulties, England, Greece, inclusion, BESD
Citation: Lykourgioti, K. (2017) ‘An Analysis of the Barriers to Inclusion of Children with Behavioural, Emotional and Social Difficulties (BESD) in the Contexts of Greece and England’, Pedagogy: Bulgarian Journal of Educational Research and Practice, vol. 89, 1, pp. 61-79.