Journal:Tiltai
Volume 72, Issue 3 (2015), pp. 83–90
Abstract
In this article, the theoretical aspects of educational and social inclusion are considered. The level of educational services in Ukraine for children with disabilities is analysed. The basic problems of the successful implementation of educational and social inclusion into the educational process are specified. Practical recommendations for the development of educational inclusion in Ukraine are given.
Journal:Tiltai
Volume 86, Issue 1 (2021), pp. 57–76
Abstract
This article presents the current situation of senior citizens in Lithuania, and ways to involve them in the development of society. About a fifth of European Union (EU) citizens are considered to be senior citizens (65 years or older). The growing number of older people presupposes micro and macro problems in society. The micro problems are the loneliness of the elderly and the lack of social participation. The macro problems include social security issues: pensions, health care and social services. All EU countries are facing the challenge of an ageing society and demographic change. The results of the study ‘Community Senior Citizens Involved International presented in Stripes revealed:
1) existing best practices for the inclusion of senior citizens; 2) social issues related to the exclusion of senior citizens; 3) ideas on intergenerational solidarity by involving senior citizens and young people in joint activities. The results are likely to contribute to the development of youth attitudes towards ageing and strategies to reduce the gap between generations.
Journal:Tiltai
Volume 75, Issue 3 (2016), pp. 1–16
Abstract
This study discusses discursive representations of the inclusion of people with disabilities. Analysing discourses was conducted in the third phase of the author’s mixed-methods study. The study participants lived in a municipality in Northern Finland and were receiving personal assistance services for persons with disabilities. In the analysis results, the participants did not discuss inclusion in their everyday life using formal inclusion-related concepts. Neither did social workers when writing about the participants in their service plans. The findings illustrate how the everyday discourses usually present the inclusion of people with disabilities through and after first representing their exclusion. Representing inclusion of people with disabilities is vague, however dynamic, as representing could eventually lead to the inclusion in the use of language.