The kindergartens, primary and secondary schools in our intercultural and constantly evolving society see an increasing number of children and young people with disabilities, coming from first or second generation migratory backgrounds. At the international level, there are few scientific works focusing their research on the connection between these two domains, disabilities and migration. School represents a challenge to create a more equal and inclusive society through education for all. At the same time, school is also a challenge for children with disabilities who are children of migrants and have to overcome problems related to language and inequalities in accessing knowledge. School becomes a place of social and relational reference for welcoming families regardless of their history and experience, facilitating integration in the social context. I consider significant to explore and study examples of educational experiences in which intercultural dialogue, teaching strategies, teacher training, peer involvement and networking have made it possible (or are allowing) to recognize and value everyone's differences. Experiences within which the connections between the two domains described above represented (or are representing) particularly difficult challenges at the outset. These experiences, following political choices and strategies, have enriched (or are enriching) geographically different contexts, bringing about significant changes in the educational, economic, training, recreational and social fields. Sport can be a valuable tool for recognizing and enhancing differences, in school as well as in extra-school. “Sport makes an important contribution to economic and social cohesion and more integrated societies. […] The specific needs and situation of under-represented groups therefore need to be addressed, and the special role that sport can play for young people, people with disabilities and people from less privileged backgrounds must be taken into account. Sport can also facilitate the integration into society of migrants and persons of foreign origin as well as support inter-cultural dialogue” (Commission of the European Communities, 2007, p.7). As stated in the Olympics Agenda 2020, in this specific period, sport is experiencing a radical phase of transition. “We need to change because sport today is too important in society to ignore the rest of society. We are not living on an island, we are living in the middle of a modern, diverse, digital society. […] If we want our values of Olympism - the values of excellence, respect, friendship, dialogue, diversity, non-discrimination, tolerance, fair-play, solidarity, development and peace - if we want these values to remain relevant in society, the time for change is now” (International Olympic Committee, 2014). Promoting sport in schools and specifically, promoting those phenomena of inclusive sport recognized at international level (Special Olympics, International Paralympic Committee, etc.), represents today a unique opportunity for a real intercultural dialogue.
Migrant children with disabilities in Italian schools: educational and sport-related experiences.
Paolo Lucattini
2022-01-01
Abstract
The kindergartens, primary and secondary schools in our intercultural and constantly evolving society see an increasing number of children and young people with disabilities, coming from first or second generation migratory backgrounds. At the international level, there are few scientific works focusing their research on the connection between these two domains, disabilities and migration. School represents a challenge to create a more equal and inclusive society through education for all. At the same time, school is also a challenge for children with disabilities who are children of migrants and have to overcome problems related to language and inequalities in accessing knowledge. School becomes a place of social and relational reference for welcoming families regardless of their history and experience, facilitating integration in the social context. I consider significant to explore and study examples of educational experiences in which intercultural dialogue, teaching strategies, teacher training, peer involvement and networking have made it possible (or are allowing) to recognize and value everyone's differences. Experiences within which the connections between the two domains described above represented (or are representing) particularly difficult challenges at the outset. These experiences, following political choices and strategies, have enriched (or are enriching) geographically different contexts, bringing about significant changes in the educational, economic, training, recreational and social fields. Sport can be a valuable tool for recognizing and enhancing differences, in school as well as in extra-school. “Sport makes an important contribution to economic and social cohesion and more integrated societies. […] The specific needs and situation of under-represented groups therefore need to be addressed, and the special role that sport can play for young people, people with disabilities and people from less privileged backgrounds must be taken into account. Sport can also facilitate the integration into society of migrants and persons of foreign origin as well as support inter-cultural dialogue” (Commission of the European Communities, 2007, p.7). As stated in the Olympics Agenda 2020, in this specific period, sport is experiencing a radical phase of transition. “We need to change because sport today is too important in society to ignore the rest of society. We are not living on an island, we are living in the middle of a modern, diverse, digital society. […] If we want our values of Olympism - the values of excellence, respect, friendship, dialogue, diversity, non-discrimination, tolerance, fair-play, solidarity, development and peace - if we want these values to remain relevant in society, the time for change is now” (International Olympic Committee, 2014). Promoting sport in schools and specifically, promoting those phenomena of inclusive sport recognized at international level (Special Olympics, International Paralympic Committee, etc.), represents today a unique opportunity for a real intercultural dialogue.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
