Ti le
Teache T aining in Linguis ic Di e si y wi hin Inclusi e
Educa ion: Coope a ion be ween Non-go e nmen al Non-p o i
O ganiza ions and Educa ional Ins i u ions. Si ua ion in Th ee
Eu opean Coun ies.
PHD CANDIDATE COORDINATOR
Jane Wol Alessand a La Ma ca
TUTOR TUTOR
F ancesca Pedone Raquel Casado-Muñoz
Disse a ion w i en wi hin in e na ional co- u ela and double-deg ee egime
be ween
Uni e si à degli S udi di Pale mo
in a s udy p og am:
Fo mazione pedagogico-dida ica
degli insegnan i
CYCLE XXXII
Uni e sidad de Bu gos
in a s udy p og am:
Educación
UNIVERSITÀ DEGLI STUDI DI PALERMO
UNIVERSIDAD DE BURGOS
To all li ing beings.
Since we a e all equal.
Aknowledgemen
Being an in e na ional s uden o wo o eign coun ies, wi h wo o eign languages and
cul u es pu me in o shoes o s uden s I am ocusing on in his disse a ion. Along his way,
di icul imes ha e aken u ns wi h imes o joy and g a i ude. The e we e momen s when I
wished I had ne e done he decision o li e and s udy ab oad and, maybe, he same numbe o
momen s when I el as he luckies gi l in he wo ld o ge his chance. And he e I am, a he
end o his jou ney, c ying ea s o joy and g a i ude, luckies gi l in he wo ld, knowing ha
wi hou people I ha e had by my side, I would no p obably manage and mos impo an ly, I
would no be he same pe son as I am oday and I am p oud o .
The e a e so many wonde ul people I would like o hank o. To s a wi h, I would like
o exp ess my g a e ulness o my supe iso s, my p ecious guides in he academic en i onmen ,
o P o F ancesca Pedone and P o Raquel Casado Muñoz who augh me a lo , suppo ed me
and became pa o my p o essional and p i a e li e. I will always emembe hei kindness and
will do my bes o eel my u u e s uden s as sa e and welcomed as I expe ienced wi h hem.
To ind a eal iend o a li e ime is ha d, and I was lucky o ge ew on my PhD oad.
My cha ming and chee ul iend Gamze inka who expe ienced he same oubles wi h o eign
languages, he same momen s o up-and-downs, and who used o d aw me away om my lap op
o ge some esh ai and socialize a bi , dese es a big “ hank you” because i he e was no
he , …., no, I will no e en hink abou i ! I also canno o ge my lo ely I alian iends and
colleagues Ca e, Ca li a and Dani, who coun lessly helped me wi h language and made me eel
mo e com o able in a o eign coun y. Thanks o all o hem, I aly was my second home.
This disse a ion could no be done wi hou p ecious ad ices and help o expe s who
helped wi h he c ea ion o a comple ely new ques ionnai e. I would like o hank o P o
Fe nando Lezcano Ba be o who dedica ed a lo o his ime and used his pe sonal connec ions
o help me wi h my esea ch in Spain. I am also e y g a e ul o all pa icipan s o he esea ch
and app ecia e hei ime and willingness o pa icipa e.
Las bu no leas , special “ hank you” in special pa ag aph belongs o my belo ed supe
suppo i e and lo ing husband, Adam, o being always he e wi h and o me. I could no wish
o mo e.
Thank you! G azie! G acias! Děkuji!
CONTENT
CONTENT ................................................................................................................................ 4
LIST OF FIGURES AND TABLES ....................................................................................... 8
FIGURES ................................................................................................................................. 8
TABLES ................................................................................................................................. 10
ABSTRACT.............................................................................................................................. 13
INTRODUCTION .................................................................................................................. 17
PART I: KEY TERMS .......................................................................................................... 22
EXPLANATION OF KEY TERMS AND ABBREVIATIONS USED IN THIS THESIS ........................ 23
PART II: THEORETICAL BACKGROUND..................................................................... 29
1. NON-PROFITS AS PARTNERS IN LIFELONG LEARNING, INCLUSIVE
EDUCATION.......................................................................................................................... 30
1.1 WHY LIFELONG EDUCATION .......................................................................................... 32
1.2 EDUCATION FOR ALL ..................................................................................................... 35
1.2.1 S a egical documen s and implemen a ion o inclusi e policy ............................ 39
1.2.2 A en ion o di e si y in SPANISH educa ion sys em ........................................... 41
1.2.3 ITALY has he longes inclusi e his o y ................................................................ 46
1.2.4 Inclusi e educa ion in THE CZECH REPUBLIC................................................ 50
1.3 NPOS IN THE WORLD OF EDUCATION ............................................................................ 53
1.3.1 Czech non-p o i sec o .......................................................................................... 56
1.3.2 I alian no - o -p o i app oach .............................................................................. 57
1.3.3 Spanish non-p o i s ................................................................................................ 58
1.4 ACTIVITIES PROVIDED BY NPOS FOR INCLUSIVE, LIFELONG EDUCATION................... 60
1.5 CONCLUSION .................................................................................................................. 61
2. NPOS & STUDENTS WITH DIFFERENT MOTHER TONGUE ............................... 63
2.1 STUDENTS WITH SEN IN THE CZECH REPUBLIC, ITALY AND SPAIN ............................ 63
2.2 STUDENTS OF SECOND LANGUAGE IN OUR CLASSROOMS.............................................. 67
2.2.1 Czech Republic has s ill a long way o go .............................................................. 69
2.2.2 Complex amewo k in I aly .................................................................................. 71
2.2.3 Cul u ally di e se Spain ......................................................................................... 73
2.3 EFFICIENT INCLUSIVE PRACTICES ................................................................................. 76
2.3.1 Suppo o schools ................................................................................................. 77
2.3.2 The change o hinking in eaching ....................................................................... 80
2.3.3 Se ices in educa ion o o eigne s ...................................................................... 82
2.4 CONCLUSION .................................................................................................................. 83
3. TEACHER TRAINING FOR LINGUISTIC DIVERSITY & NPOS ........................... 85
3.1 THE ELEMENT OF AN INCLUSIVE TEACHER: YESTERDAY, TODAY AND TOMORROW ... 86
3.2 QUALIFICATIONS FRAMEWORKS AND COMPETENCE FRAMEWORK ........................... 94
3.2.1 Compe ence F amewo k ........................................................................................ 94
3.2.2 Quali ica ions amewo ks ..................................................................................... 96
3.3 INTERCULTURAL COMPETENCES AND KNOWLEDGE OF SECOND LANGUAGE
ACQUISITION ........................................................................................................................ 98
3.4 TEACHERS’ CAREER ..................................................................................................... 102
3.4.1 Ini ial eache educa ion (ITE) ............................................................................ 103
3.4.2 Con inuous p o essional de elopmen (CPD) ..................................................... 114
3.4.3 Teache educa o s ................................................................................................ 125
3.5 CONCLUSION ................................................................................................................ 128
PART III: PARTNERSHIP IN EDUCATION, EMPIRICAL STUDY .......................... 131
4. CONTEXT METHODOLOGICAL PROCESS............................................................ 132
4.1 PROBLEM RELEVANCE AND SIGNIFICANCE OF THIS THESIS ....................................... 132
4.2 RESEARCH QUESTIONS ................................................................................................. 134
4.3 OBJECTIVES OF A RESEARCH ....................................................................................... 134
4.4 GEOGRAPHICAL SETTINGS DELIMITATION ................................................................. 135
4.5 PLAN AND TIMELINE OF A RESEARCH .......................................................................... 136
5. PROCESS OF THE RESEARCH .................................................................................. 138
5.1 RESEARCH PLAN AND METHODOLOGY ....................................................................... 138
5.2 TARGET GROUPS – REPRESENTATIVE SAMPLE ............................................................ 139
5.2.1 Non-p o i o ganiza ions ...................................................................................... 140
5.2.2 Teache s ................................................................................................................ 143
5.3 INSTRUMENTS ............................................................................................................... 144
5.3.1 Ques ionnai e ....................................................................................................... 145
5.3.2 In e iew ............................................................................................................... 157

5.4 TOOLS FOR DATA ANALYSIS ......................................................................................... 160
5.5 ETHICS AND ANONYMITY OF A RESEARCH .................................................................. 161
6. INTERPRETATION OF RESULTS .............................................................................. 162
6.1 DATA CLEANING ........................................................................................................... 162
6.1.1 Ques ionnai e ....................................................................................................... 163
6.1.2 In e iew ............................................................................................................... 171
6.2 DEMOGRAPHIC BACKGROUND ..................................................................................... 173
6.2.1 NPOs ..................................................................................................................... 173
6.2.2 Teache s ................................................................................................................ 180
6.3 MEETING RESEARCH OBJECTIVES ............................................................................... 183
6.3.1 Analysis based on NPOs esponses ...................................................................... 183
6.3.2 Analysis based on eache s’ poin o iew ........................................................... 213
6.3.2 Conclusion ............................................................................................................ 233
6.4 RESEARCH QUESTIONS ................................................................................................. 235
6.4.1 How do NPOs see he cu en si ua ion in educa ion o s uden s wi h a di e en
mo he ongue in ela ion o eache s? ......................................................................... 235
6.4.2 Wha se ices do NPOs o e o eache s/schools? And how do hey see he
cu en coope a ion? ..................................................................................................... 238
6.4.3 How do eache s see he cu en si ua ion in educa ion o s uden s wi h a
di e en mo he ongue? ............................................................................................... 239
6.4.4 Do eache s/schools know abou he exis ence o NPOs in his a ea and a e hey
in e es ed in such coope a ion a all? ........................................................................... 240
6.4.5 Conclusion ............................................................................................................ 241
6.5 DISCUSSION .................................................................................................................. 242
6.6 LIMITATIONS OF THE RESEARCH ................................................................................. 244
6.7 RECOMMENDATIONS .................................................................................................... 244
7. CONCLUSION ................................................................................................................. 246
8. PUBLICATIONS OF A PHD CANDIDATE ASSOCIATED WITH THE
DISSERTATION .................................................................................................................. 248
8.1 JOURNAL ARTICLES ..................................................................................................... 248
8.2 BOOK CHAPTERS ......................................................................................................... 248
8.3 PROCEEDINGS AND CONTRIBUTIONS TO CONFERENCES ............................................ 248
8. REFERENCES ................................................................................................................. 250
9. ANNEXES ......................................................................................................................... 305
I FORM OF A QUESTIONNAIRE ........................................................................................... 305
II FORM OF AN INTERVIEW ................................................................................................ 311
III DATABASE ..................................................................................................................... 312
LIST OF FIGURES AND TABLES
Figu es
Figu e 1 Abb e ia ions and ac onyms...................................................................................... 26
Figu e 2 The S uc u e o Spanish Educa ion Sys em .............................................................. 42
Figu e 3 Ta ge g oups o he measu es in Spain ..................................................................... 44
Figu e 4 The S uc u e o I alian Educa ion Sys em ................................................................ 47
Figu e 5 The S uc u e o Czech Educa ion Sys em ................................................................ 50
Figu e 6 Ca ego ies o s uden s wi h a di e en mo he ongue in Cas illa y León................. 66
Figu e 7 P o ile o inclusi e eache s o eache aining ....................................................... 91
Figu e 8 In e cul u al compe ences F amewo k o eache s ................................................... 99
Figu e 9 Spanish Teache T aining Cu icula Design .......................................................... 111
Figu e 10 Issues ela ed o in e cul u al educa ion included in eache compe ence amewo ks
o ini ial eache educa ion (ITE), 2017/18 ........................................................................... 112
Figu e 11 S a us o con inuing p o essional de elopmen o eache s in p e-p ima y, p ima y
and gene al (lowe and uppe ) seconda y educa ion (ISCED 0, 1, 2 and 3), 2011/12 ........... 116
Figu e 12 Time schedule o esea ch ac i i ies ...................................................................... 137
Figu e 13 Plan o he esea ch ................................................................................................ 138
Figu e 14 Ta ge g oups o a esea ch .................................................................................... 139
Figu e 15 Resea ch ins umen s ............................................................................................. 144
Figu e 16 Resea ch ins umen s and a ge g oups ................................................................ 144
Figu e 17 Design o e alua ion o m o a ques ionnai e o expe s...................................... 146
Figu e 18 In oduc ion pa o a ques ionnai e ....................................................................... 148
Figu e 19 Ques ionnai e – Pe sonal da a o a esponden ...................................................... 148
Figu e 20 Ques ionnai e – NPOs' demog aphic da a ............................................................. 148
Figu e 21 Ques ionnai e – Pa 2: Gene al coope a ion – Ques ion 1 and scalling ............... 149
Figu e 22 Ques ionnai e – Pa 2: Gene al coope a ion – Ques ions 2 - 8 ............................. 150
Figu e 23 Ques ionnai e – Pa 3: Coope a ion in eache aining – Ques ions 9–16 ........... 153
Figu e 24 Pe iod o ques ionnai e dissemina ion ................................................................... 156
Figu e 25 Fo m o wo king names o non-p o i s................................................................. 161
Figu e 26 Fo m o wo king names o eache s ..................................................................... 161
Figu e 27 Non-p o i o ganiza ions: Responden s by job posi ion ........................................ 175
Figu e 28 Lis o NPOs .......................................................................................................... 178
Figu e 29 Geog aphical adius o NPOs ................................................................................ 179
Figu e 30 Used ICT ools o communica ion o NPO wi h he public ................................. 180
Figu e 31 Yea s o p ac ice o eache s: Range cha ............................................................ 181
Figu e 32 In ensi y o collabo a ion o NPOs wi h educa ional ins i u ions .......................... 184
Figu e 33 In ensi y o collabo a ion o NPOs wi h p o essionals ............ Chyba! Záložka není
de ino ána.
Figu e 34 A eas o coope a ion: NPOs and educa ional ins i u ions ..................................... 189
Figu e 35 Fo ms o coope a ion in he NPOs’ o e .............................................................. 191
Figu e 36 Topics o coope a ion in he NPOs’ lis o o e .................................................... 194
Figu e 37 Coope a ion o NPOs wi h pa en s ........................................................................ 196
Figu e 38 NPOs’ o ms o add essing po en ial clien s ......................................................... 198
Figu e 39 Coope a ion wi h eache s – ypes o eache s ....................................................... 199
Figu e 40 P io i ies in eache aining acco ding o NPOs ................................................... 204
Figu e 41 Reasons o s uden s’ academic ailu e acco ding o NPOs .................................. 209
Figu e 42 Sugges ion o imp o emen o coope a ion be ween NPOs and schools .............. 211
Figu e 43 Sugges ion o be e coope a ion be ween NPOs and schools – NPOs’inpu s ..... 213
Figu e 44 Teache s' app oach o L2 s uden s: main ca ego ies .............................................. 214
Figu e 45 Encoun e ing L2 s uden s in class ooms: sub-ca ego ies ...................................... 214
Figu e 46 Di icul ies aced by eache : sub-ca ego ies ......................................................... 217
Figu e 47 Di icul ies aced by s uden s: sub-ca ego ies ....................................................... 220
Figu e 48 Teache s’ solu ions o e coming di icul ies: sub-ca ego ies ................................. 223
Figu e 49 Obs acles p e en ing ull inclusion o L2 s uden s: numbe o esponses wi hin
indi idual g oups .................................................................................................................... 237
Dise ační p áce se snaží zmapo a si uaci e řech e opských zemích e z ahu k
po enciálu nezisko ých o ganizací spolup aco a s uči eli e zdělá ání s uden ů s odlišným
ma eřským jazykem, a o období ychlých a d ama ických změn yplý ajících z
geopoli ických ans o mací po celém s ě ě, na k e é je nu né okamži ě eago a . Nezisko ý
sek o díky s é lexibilní a nezá islé poli ice může přispě ke s abilizaci si uace.
P o samo ný ýzkum byl použi ná h smíšené ýzkumné me ody, speci icky se jedná
o model KVAN - KVAL → Výsledky → In e p e ace. Účas níky ýzkumu byly: nezisko é
o ganizace (NPO), k e é p acují oblas i s uden ů s odlišným ma eřským jazykem e řech
zeměpisných oblas ech (Česká epublika, Sicílie I álii, au onomní společens í Cas illa-León
e Španělsku); a uči elé se zkušenos mi z ma eřských, základních a s ředních škol ze s ejných
geog a ických oblas í.
Naše zjiš ění ukazují, že NPO jsou přip a eny zas upo a několik olí (ins i uce p o
příp a u uči elů, p os ředník mezi školou/uči elem a odinou/s uden em, po adenské cen um,
zd oj inspi ace p o uči ele a d.) e unkci pa ne ů p o školy/uči ele při zdělá ání s uden ů s
odlišným ma eřským jazykem e šech řech zemích. NPO šak mají poci , že spolup áce se
školami má s é slabé s ánky (např. ůzné přís upy a s a egie inanco ání, ýměna názo ů a
os ědčených pos upů, ši ší zájemná komunikace a d.) a měla by se učini opa ření na ůzných
ú o ních (např. škol, s á u, uči elů, nezisko ých o ganizací) edoucí ke zlepšení si uace. NPO
iden i ikují s a egie, k e é by mohly posíli ako á o pa ne s í. Sku ečnos , že si uace není
ideální, dokazují aké ýsledky získané z ozho o ů s uči eli, během nichž se uči elé přiznali,
že nemají éměř žádné zkušenos i s nezisko ým sek o em. Vyjádřili šak s ou o e řenos k
ako ého spolup áci.
Klíčo á slo a: inkluze, in e kul u ní zdělá ání, nezisko ý sek o , školení uči elů, s uden i s
odlišným ma eřským jazykem, síťo ání, pa ne s í

17
INTRODUCTION
“Educa ion is he mos powe ul weapon which you can use o change he wo ld.”
Nelson Mandela
A he Eu opean Union le el, he Eu ope 2020 s a egy has been de eloped o o e come
economic c isis and c ea e he condi ions o mo e compe i i e economy. This economic
s a egy has i e main ans e sal objec i es e lec ing economic, social and en i onmen al
con ex s o de elopmen o Eu opean socie ies, which undeniably e ec on educa ion.
Economic, social and en i onmen al aspec s oge he o m he basis o inclusi e, compe ence-
based, inno a i e, esou ce-e icien and sus ainable en i onmen wi hin social cohesion, in
which educa ion ep esen s undamen al building block (Eu opean Commission, 2010a). In
acco dance, Global Agenda om Sep embe 2015 unde Uni ed Na ions (UN) auspices
suppo s economic ac o s o social and en i onmen al de elopmen in he wo ld and
emphasizes he need o p o ide quali y li e o g owing numbe o people in he long un.
Impo an ole in eaching his objec i e plays he quali y o educa ion o all (EFA) ha shapes
cu en and u u e economic g ow h (Wo ld Economic Fo um, 2015). A key issue in many
economic and social sec o s is o iden i y u u e changes and ans o m hem in o educa ional
eali y in which u u e gene a ions will be p epa ed o success ully deal wi h challenges.
(Eu opean Commission, 2010a; Minis e s o škols í, mládeže a ělo ýcho y [MŠMT],
2015b). In he Rome Decla a ion (Council o Eu ope, 2017) which has been signed by leade s
o 27 membe s a es and o he Eu opean Council, he Eu opean Pa liamen and he Eu opean
Commission, coun ies pledged o wo k owa ds “a s onge Eu ope: a Union in which young
people ecei e he bes educa ion and aining and can s udy and ind jobs ac oss he con inen ;
a Union which p ese es ou cul u al he i age and p omo es cul u al di e si y” (Eu opean
Commission, 2018a, p.1).
Sus ainable u u e in educa ion gua an ees e e yone o acqui e he knowledge, skills,
a i udes and alues needed du ing he whole li e. The ecen Council Conclusions on he Social
Dimension o Educa ion and T aining s a ed ha educa ion and aining sys ems ac oss Eu ope
need o ecognise key compe ences o all as a undamen al p inciple no jus o economic
g ow h bu also o social inclusion (Council o Eu ope, 2010a). In esponse o cu en
compe ence gaps in a socie y, he Pilla o Social Righ s unde lines as i s i s p inciple ha
"e e yone has he igh o quali y and inclusi e educa ion, aining and li e-long lea ning in
18
o de o main ain and acqui e skills ha enable hem o pa icipa e ully in socie y and manage
success ully ansi ions in he labou ma ke " (Eu opean Commission, 2017c, p.5).
The success o a socie y elies, o a la ge ex en , on a quali y o an educa ion sys em.
This quali y depends on a s a us o i s eache s, which a ises om hei p ope choice and
subsequen ly om hei educa ion/ aining du ing all s ages o hei p o essional ca ee . As
eaching is a e y demanding and challenging p o ession, i equi es suppo in o de o succeed
in a cons an ly changing socie y (Eu opean Commission, 2017b).
E en hough na ional poli ics owa ds eache aining o Eu opean coun ies di e ,
Incheon Decla a ion o he implemen a ion o Agenda o Sus ainable De elopmen Goal no.
4 on Educa ion u ges o Membe S a es o “… ensu e ha eache s and educa o s a e
empowe ed, adequa ely ec ui ed, well- ained, p o essionally quali ied, mo i a ed and
suppo ed wi hin well- esou ced, e icien and e ec i ely go e ned sys ems” (UNESCO, 2016,
p.8). This call expec s Membe S a es o con inuously e iew, analyse and imp o e he quali y
o eache aining (p e-se ice and in-se ice) in all cu en ly ele an a eas o p oceed owa ds
common goal which leads o inclusi e educa ion, i.e. educa ion o all whe e e e y lea ne
ma e s and ma e s equally (UNESCO, 2017a).
Inclusi e educa ion celeb a es di e ences and iews hese a ie ies be ween s uden s as
esou ces o en ich lea ning a he han p oblems which ha e o be o e come (UNESCO, 1994).
Mo eo e , inclusi e app oaches o eaching and lea ning p ocess espec and build on
di e ences bea ing in mind ha di e si y is connec ed o each, indi idual child in a class oom
no jus hose wi h impai men s (Ainscow, Boo h & Dyson, 2006; Boo h & Ainscow, 2016).
The e m di e si y can be gene ally de ined as he s a e o being di e se. Fo his eason,
i is no a su p ise, ha di e si y ela es o coun less sphe es o ou li es and i s pa icula
de ini ion depends on i s pa icula sphe e and con ex . In he ligh o educa ion, di e si y shines
as a e m ha is widely spoken in he sense o inclusi e educa ion and also he e, wi hin his
conc e e a ea, i has many posi ions. OECD (2010a) de ine di e si y as: “cha ac e is ics ha
can a ec he speci ic ways in which de elopmen al po en ial and lea ning a e ealised,
including cul u al, linguis ic, e hnic, eligious and socio-economic di e ences” (p. 21).
This disse a ion hesis ocuses on a di e si y in e ms o ha ing di e en mo he ongue
om language o schooling (also e e ed o as second-language s uden s [L2 s uden s]). I
includes s uden s o i s and subsequen gene a ions o EU and hi d coun y mig an s, asylum
seeke s and e ugees, na ional and egional linguis ic mino i ies, as well as o he s uden s o
whom a language o schooling is he second language.
19
Ini ia i es and oppo uni ies o build and sha e knowledge and expe iences on p inciples
o inclusion should be a pa o eache aining p og ams h oughou he whole eache ’s ca ee
(Casado-Muñoz & Lezcano-Ba be o, 2012). Teache s need cons an suppo o upda e hei
knowledge and compe ences o handle new si ua ions in hei class ooms. Rela ing o L2
s uden s, eache do no eel p epa ed o di e se schooling en i onmen s and end o keep
nega i e a i udes owa ds s uden s wi h a di e se linguis ic, cul u al and/o eligious
backg ound (Public Policy and Managemen Ins i u e [PPMI], 2017a); ne e heless, hey seek
o ob ain in o ma ion o handle and o e come di icul ies hey mee (UNESCO, 2016).. The
ecen a i al o mig an s in Eu ope made his e en mo e p essing issue. To a oid ensions in
socie y, educa ion sys ems and hence eache s ha e o be eady o accep di e si y as an
essen ial pa , a subs ance, which, i ea ed sepa a ely, can deepen in ole ance and exclusion
(Van D iel, Da mody & Ke zil, 2016). In he agenda called A Clea Agenda o Mig an
Educa ion in Eu ope and in i s addi ional ecommenda ions, he SIRIUS Ne wo k (2014)
ecommended, o Educa ional Au ho i ies in Membe S a es, o ain eache s in he opics o
mig a ion, accul u a ion, social psychology phenomena, language (including second language
lea ning, o ma i e assessmen , language diagnos ics and in e cul u al educa ion), di e si y and
e hnic iden i y issues ela ing o he di e se and challenging en i onmen s in which eache s
ha e o pe o m. Acco ding o his epo , any p e-se ice o in-se ice aining p og ams o
school leade s and eache s should include in e cul u al skills, expe ise in he second language
lea ning, as well as knowledge abou p ojec implemen a ion and e alua ion (SIRIUS Ne wo k,
2014).
E en hough he ask o educa e eache s should belong o he main objec i es and
esponsibili ies o go e nmen s, i migh no be in hei capaci ies o co e he whole spec um
o eache aining ac i i ies and ollow new demands ha shape o cons ain eache s’
pedagogical choices (Ga dinie , 2012). Mo eo e , he s a e sec o may no be su icien ly
lexible in esponses o changes. Non-p o i o ganiza ions wi h hei pa icipa o y and
expe ien ial app oaches ha e made signi ican con ibu ion o educa ion o sus ainable
de elopmen as hey pe o m a ious unc ions in democ a ic socie y. In ega d o
go e nmen al ins i u ions, hey can con ibu e (as se ice p o ide s) o compensa e limi ed
inances and capaci y o go e nmen al ins i u ions (Kieu & Singe , 2017), hey also play hei
ole in inno a ion, ad ocacy, exp essi e unc ion, capaci y and communi y building (Kendall,
2003; Salamon, Anheie , Lis , Toeple & Sokolowski, 1999). “NGO ac ion is o en desc ibed
as small scale, lexible, dynamic, adap i e, local, e icien and inno a i e” (Ullebe g, 2009, p.
12). To iden i y changes which will appea in he u u e is no an easy ask. Adap a ion o hese
20
changes akes ime and equi e sys ema ic managemen o ac i i ies such as planning,
egula ing, commanding, coo dina ing, con olling and e alua ing. The impo ance o NPOs as
collabo a o wi h go e nmen s, pa ne , and a con ibu e in he wo ld o educa ion is becoming
mo e ecognized among in e na ional esea che s (Rollan & Some on, 2019). To c ea e
ne wo ks o pa ne ships can be a way how o e ec i ely achie e he objec i es pu sued. The e
ha e been al eady done some s udies which suppo such collabo a ion and e eal i s bene i s
(Nelson & Gazley, 2014; Tabi a, O ieno & Go o, 2016).
The disse a ion hesis esponds o he cu en ense si ua ion in ou socie y caused by
g adually inc easing mig a ion and highligh s he need o o m sus ainable pa ne ships which
help, h ough a join e o , o o m well-in o med and educa ed socie y ha knows how o li e
in a mul icul u al en i onmen wi hou p ejudice and s e eo ypes. The disse a ion hesis
con ains 6 chap e s and is di ided in o heo e ical and empi ical pa .
The heo e ical pa includes 3 chap e s in which summa izes heo e ical knowledge
ele an o he opic while examining wo k published in o eign and domes ic (Czech, I alian
and Spanish) publica ions, scien i ic a icles and signi ican ly impo an Eu opean o
wo ldwide epo s. Be o e indi idual chap e s, he meaning o main e minology used in he
hesis is explained. Chap e 1 deals wi h non-p o i o ganiza ions in li elong inclusi e educa ion
and cla i ies he impo ance o li elong lea ning and inclusi e educa ion in he 21s cen u y. I
also b ings iew on non-p o i sec o in examined coun ies, in pa icula in ela ion o inclusi e
policy. The name o Chap e 3 NPOs and s uden s wi h di e en mo he ongue sugges s close
look in he opic o s uden s wi h di e en mo he ongue (also abb e ia ed as L2 s uden s).
This chap e o e s an insigh in o he opic o s uden s wi h special educa ional needs (SEN),
examines why L2 s uden s belong o g oup o s uden s wi h SEN and gi es he o e all pic u e
on si ua ion in he Czech Republic, I aly and Spain. Mo eo e , i poin s ou how NPOs can
con ibu e o educa ion o L2 s uden s. In he las chap e , he a en ion is paid o eache aining
o linguis ically di e se en i onmen . I shows wha demands a e pu on oday’s eache s in
o m o hei educa ion and compe ences hey ha e o acqui e and how hey a e p epa ed o
linguis ically di e se class ooms du ing hei whole ca ie .
The heo e ical basis se ed o he ollowing empi ical esea ch which is desc ibed
wi hin chap e s 4-6 ha jus i y chosen opic, me hodology, de e mines a ge g oups and used
ins umen s and ools o analysis. Fu he i deals wi h in e p e a ion o indings, discussion,
ecommenda ions o p ac ice, limi s o he hesis ha p esen a summa y o conduc ed
esea ch. Fo he esea ch i sel , a mixed me hod esea ch design was applied, pa icula ly
Con e gen Pa allel Design QUAN – QUAL → Findings → In e p e a ion model (C eswell,
21
2014, 2015). The main aim o he esea ch was o map a si ua ion in h ee Eu opean coun ies
ela ing o po en ial o non-p o i o ganiza ions o coope a e wi h schools/ eache s in educa ion
o s uden s wi h a di e en mo he ongue in a pe iod o apid and d ama ic changes esul ing
om geo-poli ical ans o ma ions a ound he wo ld, o which i is necessa y o eac p omp ly
and non-p o i sec o wi h i s lexible and independen policy may con ibu e o s abiliza ion o
a si ua ion.
The esul s o he disse a ion hesis may se e as a sou ce o in o ma ion o non-p o i
o ganiza ions om all h ee coun ies o compa e da a and lea n some hing abou app oaches
o colleagues om ab oad wo king in he same a ea. Findings also ep esen a summa y o
opics, ac i i ies and se ices pe o med by NPOs which migh be in e es ing o schools and
eache s since hey a e in ended and designed o hem. Finally, his esea ch migh be
in e es ing o p o essionals in his ield and o he gene al public in ol ed in he issue.

22
PART I: KEY TERMS
23
Explana ion o key e ms and abb e ia ions used in his hesis
This disse a ion heses includes a ious key e ms ha ha e o be cla i ied o he
u he unde s anding and a oiding misunde s andings o o wi hin he ex . In addi ion, he e
is a lis o abb e ia ions and ac onyms used in his disse a ion hesis.
Teache : The e a e se e al iews and hus se e al de ini ions and ypologies o he
eache . In he pedagogical dic iona y, a eache is de ined as a p o essionally quali ied
pedagogical s a , co- esponsible o p epa a ion, managemen , o ganiza ion and esul s o he
educa ional con ex (P ůcha, Wal e o á, Ma eš, 2009). Jů a (2001) sees a eache as an ini ia o
and manage o educa ional p ocess, who a he same ime e alua es child en’s school esul s
and designs con en o lessons, decides abou used me hods, o ms and ins umen s o schooling
and modi ies hem in acco dance wi h he age and indi iduali y o a child. Helus (2009) says
ha a eache is a p o essionally equipped and p o icien , compe en leade o school educa ion
o he child. Pedagogy dis inguishes eache s acco ding o di e en aspec s, e.g. by ela ion o
pupils, concep o educa ion, s yle o eaching, a i udes (including inno a ions), p e e ences.
The pu pose o hese ypologies is o desc ibe, map, cla i y he complex eali y o he ways in
which a eache 's ole is exe cised. The ypology does no mean ha each eache can be
classi ied and pu in o one o he ca ego ies; he/she will usually be "somewhe e be ween",
close o o u he om one ca ego y o ano he . To make an example, he ypology acco ding
o Caselmann (Göncz, 2017) and his ca ego iza ion is based on he emphasis he eache pu s
on he wo basic elemen s o eaching: pupil, eache o cu iculum. O ano he mo e popula
ypology p omo ed by Lewin in which eaching s yles acco d o he s yle o eaching and hus
labels eache s as au oc a ic, democ a ic, o libe al (Dy ycho á & K hu o á, 2009). Due o
changes no only in he oles o he eache bu also h oughou he schooling, he abo e-
men ioned ypologies a e o en conside ed o ha e been o e come and eache s oday a e o en
called “chameleons” o a ious asks and app oaches hey ha e o choose. Fo simplici y and
cla i y o he ex , “ eache ” wo ks in his disse a ion hesis as an umb ella e m in which
pedagogical s a , eache educa o s and also u u e eache s a e included.
Teaching as a p o ession: Sociologis s ha e been in e es ed in he s udy o p o essions
o a long ime and se led a ious de e minan s ha cha ac e ize “p o ession”. As eaching
does no ul il, acco ding o majo i y o hem, all he c i e ia, o which i canno be called
p o ession bu semi-p o ession (Howsam, 1985; Inge soll & Me ill, 2011). Acco ding o
24
Howsam (1985) eaching is a semi-p o ession because i lacks a common body o knowledge,
p ac ices and skills ha cons i u e he basis o p o essional expe ise and decision-making. On
he o he hand, semi-p o ession does no ha e o mee all c i e ia. As E zioni (1969) s a es,
semi-p o essions a e occupa ions o which aining is sho e , s a us ends o be less
legi ima ed, he e is less specialized body o knowledge and less au onomy. In some cases,
semi-p o essions can be eached h ough a p ocess known as “p o essionaliza ion” ha leads
o achie ing he s a us o a p o ession (E e s, 2012). Acco ding o F eidson (2007)
“p o essionalism” exis s “when he o ganized occupa ion gains he powe o de e mine who is
quali ied o pe o m a de ined se o asks, o p e en all o he s om pe o ming ha wo k, and
o con ol he c i e ia by which o e alua e pe o mance” (F iedson, 2001, p. 12). When we
conside hese indica o s, he e a e se e al obs acles which p e en s eaching o become ully
ecognized p o ession. E en he pe ec wo k o a pe ec ly p epa ed eache canno gua an ee
success. The ou come is dependen on pupils and a numbe o unp edic able and un epea able
e ec s. The si ua ions in which he eache inds himsel canno , o his unp edic abili y and
un epea abili y, be p epa ed du ing he cou se o s udy. A numbe o skills such as o cope wi h
unexpec ed si ua ions a e augh by a eache himsel /he sel , and e en he ich p ac ice is no
a gua an ee ha he o she does no mee a comple ely new si ua ion equi ing a skill ha he/she
has no been mas e ed ye . Bea ing ha i in mind, when using he e m “ eache s’ p o ession”
in his disse a ion hesis, I e e o he occupa ion.
In e cul u al and/o Mul icul u al Educa ion: In he scien i ic li e a u e i is possible
o mee he concep s o in e cul u al (“in e “ – be ween/among) and mul icul u al (“mul i“ –
many), bu a he same ime he e appea synonyms such as polycul u al – (“poly” om G eek
many), plu icul u al (“plu i” om La in - se e al), anscul u al, c oss-cul u al o mul i-e hnic.
In his disse a ion hesis, I mainly use e ms in e cul u al o mul icul u al, so ha i seems
impo an o explain hei meaning, also because unde s anding he meaning o he e ms
sligh ly di e s ac oss coun ies also due o linguis ic and in e p e a i e ba ie s. Rey-Von
Allmen (2011) unde s ands he e m in e cul u al as in e dependence, in e ac ion, in luence.
Acco ding o his in e p e a ion, he e m in e cul u al symbolizes he alues o socie y, mu ual
ela ionships, symbols and hei unde s anding in he wo ld. This iew is jus i ied by he ac
ha people's li es and hei ela ionships a e pa o a dynamic p ocess and subjec o he
cons an change. Acco ding o Bu yánek (2002), mul icul u alism means only he exis ence o
se e al cul u es side by side, bu does no imply he mu ual in e ac ions, cul u al exchanges,
coope a ion and dialogue. Mul icul u al can be any socie y in which a leas wo socio-cul u al
25
g oups coexis bu may also expe ience seg ega ion o disc imina ion. In con as , he e m
in e cul u al includes ecip oci y, exchange, dialogue o di e en socio-cul u al g oups. In
in e cul u al socie y he e is in e cul u al dialogue, coope a ion, mu ual en ichmen wi h one
ano he . Holco á and Synko á (2008) deal wi h e minology using he e ms mul icul u al
educa ion and cul u ally s anda d educa ion as synonyms, and a he same ime b ie ly
o mula e mul icul u al educa ion as educa ion leading o he disco e y o di e en g oups.
In e cul u al educa ion, on he o he hand, is in e p e ed as educa ion ha deals wi h how
di e en g oups can li e oge he , and anscul u al educa ion ep esen s upb inging o inc ease
he abili y o an indi idual o li e oge he wi h o he people. Fal ýn (2005) pe cei es he
di e ence be ween mul icul u al educa ion and in e cul u al educa ion in he ollowing way.
Mul icul u al educa ion as a whole is based on mul icul u alism - a s a ic social o de .
Mul icul u al educa ion ansla es knowledge o he eali ies o he si ua ion o mino i ies and
he eali ies o he mul icul u al cons ella ion o socie y. The e is no emphasis on he educa ion
o di e en people, he educa o and he lea ne do no necessa ily ha e o come om di e en
cul u es in mul icul u al educa ion. In e cul u al educa ion is based on in e cul u ali y - he
p ocess o cul u al change, in e cul u al dynamics. Mul icul u al educa ion enables pupils o ge
o know he di e si y o cul u es, hei adi ions and alues. S uden s can be e unde s and
hei own cul u al iden i y, adi ions and alues. The g adual de elopmen o knowledge and
socie y, howe e , also changes he app oach o his discipline. The cu en concep emphasizes
he indi iduali y and he o iginal li e expe ience o he educa ed. This concep co esponds o
he e m in e cul u al educa ion (in e cul u al lea ning) (Ná odní ins i u dě í a mládeže
[NIDM], 2007). Al hough he concep o in e cul u al educa ion is much be e desc ibed by
new ends and equi emen s o mode n imes, in he o icial cu icula documen s o many
coun ies, he e m mul icul u al educa ion emains in he same sense ha “in e cul u al
educa ion” ep esen s. Fo his eason, mul icul u al educa ion holds he same alue as
in e cul u al educa ion in his disse a ion hesis, i no , i is speci ically men ioned.
S uden s wi h a di e en mo he ongue: In p ac ice, we encoun e inconsis en
labelling o s uden s wi h a di e en mo he ongue and in many cases, hose e ms include, in
essence, only child en o ci izens o o he s a es. In e ms o access o educa ion o child en
wi h insu icien o o ally lacking knowledge o he language o a hos coun y, coming om
a di e en cul u al and linguis ic en i onmen , we alk abou a wide g oup o s uden s. I
includes i s and subsequen gene a ions o EU and hi d coun y mig an s, asylum seeke s and
e ugees, as well as na ional and egional e hno-cul u al and linguis ic mino i ies. Fo his
32
o ganiza ion and non-public sec o body. I can be ei he la ge one such as Ox am, Sa e he
Child en, UNICEF, o one-pe son NPO whe e an indi idual is wo king a he g ass oo s le el
ope a ing a any le el (local, egional, na ional, in e na ional e c.) (Une man & O'Dwye , 2006).
NPOs a e seen he e as non-p o i , p i a e sec o ac o s loca ed be ween he s a e and ma ke
ins i u ions in ol ed in he p o ision o educa ional se ices, no ma e hei size, loca ion and
p ima y sponso ship.
1.1 Why li elong educa ion
The u u e pe spec i e o lea ning is based on u ilizing he quali ies o global ci izenship
and li elong lea ning so ha lea ne s will be able o keep up wi h changes in he wo ld (Zukas,
2006). A he 1970 UNESCO con e ence, he concep o li elong lea ning was used in a long-
e m p ojec en i led "In oduc ion o Li elong Lea ning" (El e , 2015), which h ough
ollowingly published epo s by Fau e e al. (1972) and Delo s e al. (1996) placed lea ning
h oughou he whole li e on he posi ion ha ep esen s educa ion o democ a ic socie y whe e
all ci izens ha e equal lea ning oppo uni ies. The O ganiza ion o Economic Coope a ion and
De elopmen (OECD) in oduced he e m o li elong lea ning in o he language o poli ical
documen s and science and oge he wi h Wo ld Bank and Eu opean Union began o ex end
his no ion h ough p og amma ic policy documen s (Roche, 2017).
Today’s concep o li elong lea ning ha eplaced he no ion o li elong educa ion
(K is ensson Uggla, 2008) combines o mal, non- o mal and in o mal lea ning in all s ages o
human li e (ini ial, ollow-up educa ion and all he ac i i ies o an indi idual connec ed wi h
educa ion and lea ning), among which a pe son is con inuously changing acco ding o he ac ual
needs o his/he li e. Those needs a e based on mul iple possibili ies and di e en oppo uni ies
ha a pe son – lea ne – mee s and o which he/she has o seek o addi ional educa ion
(Eu opean Commission, 2001, 2018a). Thus, li elong lea ning in ol es no jus lea ning bu
also enhancing ac i e pa icipa ion in socie y, p o iding solu ions o communi y issues,
imp o ing necessa y skills, and being open o new lea ning oppo uni ies (Knappe & C opley,
2000). Li elong lea ne has o implemen di e en lea ning s a egies in di e en cases o li e
(e.g., in educa ional ield he p o ile o li elong lea ne s e lec s hei posi i e sense o sel ,
c i ical hinking, cu iosi y, sel -mo i a ion, inquisi i e lea ning, in o ma ion li e acy, ad anced
o ganiza ional skills, mul iple sou ces o lea ning skills and s yles, and ae ial ou look [e.g.,
b oad ision, di e en pe spec i es]; Aca & Yildiz, 2016). The equi emen o con inuous
upg ading does no only apply o indi idual p o essions, bu i pe mea es ac oss p o essions
and occupa ions and can be illed h ough di e se o ms o educa ion.

33
Mode n socie y equi es li elong lea ning o be a pu pose ul and ins i u ionalized
ac i i y, which mus e lec on changes and be ac i ely p omo ed in o he s uc u e o he
educa ion sys em in which all educa ional ac o s play hei ole and collabo a e (Laal, 2012). In
he ield o educa ion, li elong lea ning is usually connec ed wi h economy, especially wi h
“labou ma ke ” and ep esen s he use ul ool ha has all a ibu es o help accele a ing he
economic g ow h and eac s on apidly changing echnological, economic and poli ical
de elopmen s (Roche, 2017). The cu en labou ma ke is e y a iable and e y dynamic in
i s na u e. I equi es upda ing o indi iduals’ aining in indi idual ields, changing he
s uc u e o equi emen s and changing he g adua es’ compe ences and skills (Eu opean
Commission, 2018c). Acco ding o Danda a (2014) he labou o e s indi iduals o ha e a sense
in e e yday li e and eel he meaning o socie y. I helps o shape sel -image and build pe sonal
iden i y. Ne e heless, o be success ul on he labou ma ke , we need o lea n he oo s o ou
p o ession. Mo eo e , we mus lea n how o adap o he labou ma ke equi emen s, in ano he
wo ds, o be awa e o he u ge o li elong lea ning. E en hough, g ea emphasis is placed on
con inuous lea ning, so ha he indi idual is p epa ed o changing condi ions o socie y and
he labou ma ke , he wo k al eady s a s du ing he ini ial educa ion ei he wi hin o mal o
non- o mal lea ning (Eu opean Commission, 2018c).
The educa ion in he con ex o li elong lea ning can be ealized in a ious o ms, as
al eady men ioned abo e. The i s o m, so-called o mal educa ion, is mos ly ins i u ionalized
and ypically in ol es school educa ion. This o m o educa ion allows ob aining a speci ic and
p ecisely de ined quali ica ion, usually endo sed wi h a diploma o o he legally alid ce i ica e
(Tisso , 2004). Ou side-school educa ion is mos o en ca ied ou h ough so-called non- o mal
educa ion. Ve eška and Tu eckio á (2008) belie e ha his o m o educa ion can be co e ed
by a wide ange o di e en o ganiza ions such as schools, non-p o i o ganiza ions, p i a e
educa ion companies, and h ough educa ion ha is ca ied ou a he wo kplaces o employe s.
These au ho s add ha non- o mal educa ion gene ally does no a ge o a comp ehensi e le el
o educa ion, bu knowledge, skills, compe encies acqui ed du ing he cou se o educa ion can
also con ibu e o a be e wo k and social applica ion o he indi idual. The las o m o u he
educa ion ha complemen s hese p e ious wo is educa ion in o mal. Cha ac e is ically, his
educa ion is uncoo dina ed, unplanned, ins i u ionally unencumbe ed, can be conscious o /and
unconscious; and some imes cha ac e ized as a lea ning p ocess. In o mal educa ion in ol es
he p ocess o acqui ing knowledge, acqui ing skills and a i udes in he con ex o a ious
ac i i ies ca ied ou du ing li e ime in a amily, a wo k, du ing leisu e ime, du ing in e ac ions
wi h o he s, e c. (Laal, Laal, & Ali amaei, 2014).
34
Ano he pe spec i e o e s No o ný (2009), who says ha i is possible o dis inguish
be ween h ee le els whe e each le el ep esen s a di e en iew o he p ocess o lea ning and
educa ion in acco dance wi h in e es s and needs o : (1) he indi idual (indi idual iew), (2)
he g oup (o ganiza ion iew) o (3) o he la ge en i y (public iew). An indi idual iew is in
he in e es o he indi idual o main ain o possibly imp o e wo king condi ions o a gi en
job posi ion, which will imp o e his/he job secu i y. As Ve eška and Tu eckio á (2008) poin s
ou , he ac i i y o lea ne s is an essen ial elemen when i comes o he pe sonal de elopmen
because i is necessa y o ake on he indi idual's esponsibili y. Mo eo e , i con ibu es o he
ul ilmen o a social ole. The need and he desi e o cons an sel -imp o emen has o become
an inalienable pa o indi idual’s pe sonal de elopmen (Ve eška & Tu eckio á, 2008).
Li elong lea ning is based on sel -mo i a ion owa ds lea ning in o de o de elop p o essional
and pe sonal skills and implemen hem in e e yday li e o ou globalized wo ld (F iessen &
Ande son, 2004). The iew a he le el o an ins i u ion o en e p ise is based on he needs o
an o ganiza ion's g ow h ha helps o ul il he de elopmen o human capi al h ough educa ion
and lea ning. F om he poin o iew o he public, lea ning is in ended o con ibu e o social
and economic de elopmen and helps o sol e he p oblems ha may a ise (No o ný, 2009).
As being al eady said, li elong lea ning is mean o e e ybody and o e e y p o ession.
The e o e, p epa ing eache s o he 21s cen u y as li elong lea ne s in a global con ex has
inc eased in alue (Guo, 2014). A eache , as he main ing ediency o any educa ional ac i i y,
s ands on bo h sides – as he educa o o li elong lea ne s and he li elong lea ne himsel .
Teache s mus cons an ly include he la es knowledge o con empo a y science, esea ch, and
echnology in hei eaching ac i i ies. They ha e o keep up wi h new equi emen s o a socie y
and he labou ma ke , new app oaches wi hin educa ion (such as inclusi e app oach o 21s
cen u y) in o de o p epa e younge gene a ion o hei u u e p o essional and pe sonal li e,
which is ha dly o be p edic ed. The e o e, i is impe a i e ha hey cons an ly enew and
inno a e hei knowledge wi hin he amewo k o hei own de elopmen (Eu opean
Commission, 2017a).
New ends in educa ion, equi e new ac i a ing me hods and new hinking on lea ning
and eaching as a whole (EADSNE, 2011). One o which is he compe ence-o ien ed app oach,
which basically ocuses on compe ences ha one should acqui e o ul il equi ed educa ional
ou comes. Teache s should be adop ing and de eloping compe ences du ing hei whole
p o essional li e ( om p e-se ice o in-se ice pe iod). Fu he mo e, hey should p in he
basic se o compe ences also on hei s uden s. I is impo an o bea in mind ha compe ence
needs a e no s a ic. They change h oughou li e, he e o e, i is essen ial o unde s and and
35
ollow he li elong lea ning concep o make su e ha e e y pe son will ac i ely sea ch o
oppo uni ies o upda e, upg ade, en ich and b oaden he se o compe ences al eady acqui ed
ei he du ing ini ial educa ion o con inuous de elopmen , ac oss all o ms o o mal, non-
o mal and in o mal lea ning (Eu opean Commission, 2017a).
Nume ous s udies ha e also shown ha eache s’ quali ies, hei p es ige and posi ion
in a socie y de e mine and o m hei in luence on s uden s and hei academic success (Goe &
S ickle ; Ha is & Sass, 2011; Wiswall, 2013). How eache s see hemsel es as pe sonali ies
and p o essionals, wha mo i a es hem o s a he p o ession o eaching and wha mo i a es
o s ay a his p o ession, a e also c ucial elemen s ha in luence eache s’ pe o mance and
also he desi e o educa e hemsel es u he .
1.2 Educa ion o all
Collabo a ion o a ious s akeholde s allows gene a ing and sha ing o expe iences and
knowledge; mo eo e , s imula es o he ways o hinking abou inclusion in educa ion (Miles
and Ainscow, 2011) and suppo s equi y in educa ion (Ainscow, 2016a). To unde s and be e
new challenges and he shi om homogenei y h ough he e ogenei y o di e si y ha eache s
a e acing in hei class ooms e e yday, i is c ucial o know wha he inclusi e educa ion
ep esen s. Al hough he answe migh seem simple, he eali y and p ac ice show ha he
concep ion o inclusion has gained on a ious shapes. This chap e and i s sub-chap e s ou line
he e olu ion and he main cha ac e is ics o inclusi e educa ion, ouching he ole o non-
p o i s.
A b ie look back in o he pas
The his o y o inclusi e educa ion i sel is no long and i s wo ldwide o igins can be
da ed o he 1990s. To unde s and why we discuss his opic oday, we need o know wha
p eceded i .
The main eason o inclusion oday is inadequacy o app oaches we ook in he pas .
To gi e some examples, Buchem (2013) dis inguishes ou s ages in which we ea ed child en
in e ms o educa ion: a) exclusion: indi iduals wi h pa icula ypes o handicap ( oday’s used
e m special needs) we e excluded om all social se ings ( amily, school, communi y) b)
seg ega ion: indi iduals wi h special needs we e ecognized as an objec o educa ion, howe e ,
hei educa ion was ca ied ou sepa a ely om he es o socie y, hus apa om in ac
s uden s; c) in eg a ion: indi iduals wi h special needs we e placed o schools ( egula
class ooms, special educa ion class ooms, pull ou se ices); howe e , hey we e supposed o
36
adap o school en i onmen d) inclusion: social s uc u es (class ooms, schools, communi ies)
and socio-educa ional ac ions a e designed om he ou se conside ing he s uden s wi h special
needs.
As Winze (1993) poin s ou , e e y socie y in each pa icula ime ecognizes ce ain
"ex eme o ms" o human di e ences ha a e judged acco ding o he no ms o a gi en socie y.
Simply pu , gene al a i udes and ma u i y o a socie y de e mines he quali y o e e yday li e
o e e yone and na u ally i emb aces all a eas o li e including he a ea o educa ion;
especially ca e o indi iduals wi h disabili ies. She also adds ha i is no easy o unde s and
he app oach o a socie y in which ano he socie y does no li e. Howe e , om he pe spec i e
o ou cu en expe ience, i is no so di icul o imagine ha condi ions such as economic,
poli ical, social and e en eligious could ha e played c ucial oles in e e yday li e also in he
pas (Winze , 1993). Lech a (2016) highligh s socioeconomic and cul u al-e hical ac o s as
undamen al ac o s ha de e mine socie y's ea men and app oach o hose who a e weake
and dependen on help. He a gues ha socioeconomic ac o plays i s ole in he secu i y o ca e
o people wi h disabili ies and depends on he su iciency o inancial esou ces in a pa icula
socie y. Colla e ally, he cul u al-e hic ac o de e mines he o m and le el o ca e ha e lec s
he o e all a i ude o a socie y (Lech a, 2016). Fo his eason, in ou his o y, we can ind
di e en app oaches o disad an aged g oups om discussing abou hei igh s o li e, o
sla e ing hem as p os i u es o objec s o en e ainmen , igno ing hem o pu ing hem ou side
o ou sigh and om ou com o zone. I was no un il he 18 h cen u y ha ins i u ions o he
ca e o indi iduals wi h disabili ies s a ed o be es ablished in Eu ope, and his kind o ca e
began o be o ganized mo e sys ema ically and o de elop speci ic educa ional p ocedu es
acco ding o he ype o disabili y (Winze , 1993). Howe e , his ins i u ionaliza ion has led o
seg ega ed educa ion. A he u n o he cen u y and in he i s hi d o he 19 h and 20 h
cen u ies, he e i al was b ough abou by he onse o e o m pedagogy and, in pa icula ,
hanks o al e na i e cu en s such as M. Mon esso i's pedagogy o he Waldo School o R.
S eine , who pe cei ed a disabled child as a compulso y membe o a egula school communi y
(Klein, 2015). The second hal o he 20 h cen u y b ough many changes in he a ea o
educa ion o child en wi h special educa ion needs (gene ally used abb e ia ion: SEN). The
con adic ion be ween heo y and p ac ice has esul ed in he sea ch o new educa ional
app oaches (Winze , 2009). Wi h he boom o compu e iza ion and he end o no maliza ion
in he 1980s, he e has been a shi in educa ion owa ds he concep o in eg a ion o SEN
child en (Fa ell & Ainscow, 2002). This pe iod o pos mode nism had a g ea impac on he
educa ional app oach o people wi h disabili ies, as i opened up new dimensions o people's
37
ela ionships by espec ing and de eloping he “o he ”, including he sea ch o co ec access
o disabled people (Kudláčo á, 2010). Discou se on inclusi e pedagogy eme ged a he end o
he 20 h cen u y and culmina es in he beginning o he 21s cen u y. F om pedagogical poin
o iew, he e is no consis en iew o whe he inclusi e educa ion s ands alone o is an adop ed
child o special pedagogy (Winze & Mazu ek, 2000). The concep o special pedagogy pu s in
he o eg ound a homogeneous educa ional en i onmen ha acili a es he applica ion o
didac ic p ocedu es and deals wi h pupils who a e classi ied as disabled pupils. On he o he
hand, inclusi e educa ion in ol es mee ing and educa ing indi iduals wi h physical o men al
disabili ies, ex emely alen ed indi iduals, indi iduals om a socially disad an aged
en i onmen , indi iduals o di e en na ionali ies, e hnic g oups, indi iduals wi hou
disabili ies, people wi h dys unc ion, and many o he s, become he subjec o an indi idualized
app oach, and he e is no di ision in o disabled and non-disabled (so called “in ac ”) pupils
(Lech a, 2016). Some expe s he e o e conside ha inclusi e educa ion goes beyond he
bounda ies o special pedagogy and becomes an independen inclusi e pedagogy (Hájko á &
S nado á, 2010), which is becoming mo e and mo e o he o e on o gene al pedagogy.
Bin inge and Wilhelm (2001) claim ha inclusi e pedagogy is ac ually a combina ion o
special pedagogy and gene al pedagogy ha b ings an en i ely new educa ion and educa ional
quali y and o he au ho s add ha only in his embodimen can be success ul (S ainback &
S ainback, 1996). Lech a (2016) summa izes his issue and a gues ha i inclusi e educa ion is
o be uly educa ion o all, i is no possible o sepa a e special educa ional app oaches and
gene al educa ional app oaches. "The e will be a holis ic app oach o educa ion p ocesses wi h
a comp ehensi e iew o he educa ion o all pupils: pupils wi h PNO
1
as in ac pupils [au ho ’s
ansla ion]." (Lech a, 2016, p. 36).
Age o inclusi e educa ion
Inclusi e educa ion o simply inclusion has been a widely discussed opic among he
p o essional and lay public ha has been add essing no only Eu ope bu also he whole wo ld
o mo e han decades. The eason o his popula i y is a na u ally g owing call o equi y and
equali y in educa ion (Winze & Mazu ek, 2000). The idea o inclusi e educa ion is based on
belie ha educa ion is in ended o all and should be p o ided equally ega dless o pe sonal
and social ci cums ances such as gende , e hnic o igin o amily backg ound o achie e he
maximum o educa ional po en ial (MŠMT, 2015b). As men ioned in a ious wo ldwide
1
Lech a e al. uses he e m PNO o e e o pupils wi h di e se lea ning needs

38
epo s, e e y pe son is di e en , and le el o di e si y should no de e mine he le el o access
o educa ion. Di e si y in inclusi e educa ion is no pe cei ed as a p oblem ha needs o be
labelled, add essed and emedied, bu as some hing ha can en ich people and socie ies.
Conside ing ha no socie y is homogenous, he e is no eason why class ooms should be.
Howe e , i does no mean ha we should ea di e se si ua ions and needs as i hey we e
equal because i would only accen ua e inequali ies among s uden s. In con a y, i means ha
we should conside he di e en indi idual iden i ies, needs and choices (UNICEF &
UNESCO, 2007). As Ba on (1997) poin s ou “Inclusi e educa ion is abou esponding o
di e si y; i is abou lis ening o un amilia oices, being open, empowe ing all membe s and
abou celeb a ing “di e ence” in digni ied ways” (p. 234). Du ing he 48 h session o he
In e na ional Con e ence on Educa ion, i was ecommended ha policy make s should
acknowledge ha “… inclusi e educa ion is an on-going p ocess aimed a o e ing quali y
educa ion o all while espec ing di e si y and he di e en needs and abili ies, cha ac e is ics
and lea ning expec a ions o he s uden s and communi ies, elimina ing all o ms o
disc imina ion” (UNESCO-IBE 2008, p. 3). I seeks o se up a sys em o educa ion ha allows
all child en o ha e equal access o educa ion wi hou disc imina ion since e e y child ma e
and ma e equally (UNESCO, 2017a). A Eu opean le el, inclusi e educa ion is also seen as
he way o comba acism and disc imina ion and cul i a e mu ual espec o base ac i e
ci izenship and social cohesion (Eu opean Agency o Special Needs and Inclusi e Educa ion
[EASNIE], 2015a). A nesen, Allan and Simonsen (2010) also a gue ha in educa ion, inclusion
policies ha e been associa ed wi h he ollowing b oade alues and p inciples: (1) access and
quali y; (2) equi y and social jus ice; (3) democ a ic alues and pa icipa ion; and (4) balance
be ween communi y and di e si y.
The pa h o he goal is mul i ace ed. The me hod o i s implemen a ion is in luenced, o
a la ge ex en , by cul u e, his o y, poli ical o ien a ion and e hical alues o he coun y. I can
he e o e be concluded ha he concep o inclusion in indi idual coun ies a ies (Lech a,
2010). To da e, inclusion in p ac ice is mani es ed and hence in e p e ed di e en ly. Ainscow
and Miles (2009) acknowledged hose di e ences and de e mined ou ways o hinking abou
inclusion:
• inclusion is a p ocess,
• inclusion is conce ned wi h he iden i ica ion and emo al o ba ie s,
• inclusion is abou he p esence, pa icipa ion and achie emen o all s uden s,
• inclusion in ol es a pa icula emphasis on hose g oups o lea ne s who may be a isk
o ma ginalisa ion, exclusion o unde achie emen .
39
Acco ding o he epo i led P o ile o Inclusi e eache s (EADSNE, 2012), many
Eu opean coun ies a e mo ing owa ds he no ion o a “school o all”, howe e he e a e s ill
hose ha p ima ily ocus on s uden s wi h disabili ies and special educa ional needs and hose
whose beha iou may cause dis up ion in he class oom. I u he s a es ha he use o he e m
“in eg a ion” esi s in a numbe o coun ies, wi h i s connec ion o discussions p ima ily abou
he placemen o s uden s in mains eam o special schools.
1.2.1 S a egical documen s and implemen a ion o inclusi e policy
The emphasis on equal oppo uni ies in educa ion o e he pas hi y yea s can be ound
in many in e na ional human igh s documen s, in e na ional con en ions and ag eemen s.
Casado-Muñoz (2012) a gues ha e en i some oices migh de alua e he impo ance o such
documen s because o coun ies’ eluc ance o u n w i en wo ds in o deeds, hey s ill ep esen
impo an lead which can be ollowed and canno be o go en. S a ing wi h in e na ional
human igh s documen s, Uni e sal Decla a ion o Human Righ s (1948) and he Con en ion
on he Righ s o he Child (1989) can be anked as his o ically oldes . The Wo ld P og am o
Ac ion, ini ia ed by he Uni ed Na ions (UN) in 1982, ocused on educa ion and p omo ed he
equaliza ion o oppo uni ies o people wi h disabili ies and hei ull pa icipa ion in socie y
(UN, n.d.). The Wo ld Decla a ion on Educa ion o All (UNESCO, 1990) ha was c ea ed as
a esul o Wo ld Con e ence on Educa ion o All in Thailand, analysed he s a e o elemen a y
educa ion ac oss he wo ld and e ealed dis u bing ac s abou access o basic educa ion and i s
quali y. An essen ial in luence on he dissemina ion o inclusi e ideas in educa ion has he
in e go e nmen al o ganiza ion UNESCO (Uni ed Na ions Educa ional, Scien i ic and Cul u al
O ganiza ion), o which one o he long- e m de elopmen goals is he de elopmen o quali y
educa ion (Ainscow, 2016b). UNESCO also o ganized a global con e ence on he educa ion o
people wi h special educa ional needs in 1994, which ga e ise o The Salamanca S a emen .
I s publica ion was a majo u ning poin owa ds an inclusi e end and was undamen al in
ad ancing he concep o inclusi e lea ning en i onmen s o indi iduals wi h disabili ies
(P ies ley, 2005).
“… schools should accommoda e all child en ega dless o hei psychical, in ellec ual,
social, emo ional, linguis ic o o he condi ions. This should include disabled and gi ed
child en, s ee and wo king child en, child en om emo e o nomadic popula ions, child en
om linguis ic, e hnic o cul u al mino i ies and child en om o he disad an aged o
ma ginalized a eas o g oups.” The Salamanca F amewo k o Ac ion, A icle 3, 1994
40
The s a emen was signed by ep esen a i es o 92 coun ies, including coun ies on
which his wo k is ocused - he Czech Republic, Spain and I aly. The Wo ld Educa ion Fo um
adop ed he Daka F amewo k o Ac ion (UNESCO, 2000) ea i ming he commi men o
achie ing Educa ion o All by he yea 2015 and en i led UNESCO as he esponsible o gan
o co-o dina ing his ac i i y wo ldwide. Ano he UNESCO documen ha ocuses on he need
o inclusi e educa ion is he Con en ion on he Righ s o Pe sons wi h Disabili ies, which, like
i s p edecesso Con en ion on he Righ s o he Child equi es all coun ies o ecognize he
igh o people wi h disabili ies o educa ion. I s a es ha people wi h disabili ies should ha e
access o inclusi e, quali y and ee o cha ge p ima y and seconda y educa ion a he place
whe e hey li e and should be p o ided wi h adequa e adjus men o indi idual needs.
Mo eo e , i emphasises he need o ain all eache s o each in inclusi e class ooms (UN,
2006). The 2030 Agenda o Sus ainable De elopmen , app o ed by he Uni ed Na ions in
Sep embe 2015 includes he Sus ainable De elopmen Goals and includes global commi men s
o he coming yea s o p omo e human igh s, igh agains po e y and acili a e he
de elopmen o all peoples. The ul ilmen o hese objec i es equi es, among o he hings,
gua an eeing an inclusi e, equi able and quali y educa ion and p omo ing li elong lea ning
oppo uni ies o all (UN, 2015). UNESCO oge he wi h UNICEF, he Wo ld Bank, UNFPA,
UNDP, UN Women and UNHCR o ganized he Wo ld Educa ion Fo um 2015 in Incheon,
Republic o Ko ea and adop ed he Incheon Decla a ion o Educa ion 2030, which se s ou a
new ision o educa ion o he nex i een yea s, and he Educa ion 2030 F amewo k o
Ac ion, which p o ides guidance o implemen ing Educa ion 2030. All hese documen s ha e
had a signi ican impac on he p omo ion o inclusion o people wi h disabili ies wi hin he
mains eam socie y (Shah & P ies ley, 2010). The Eu opean Union (EU) has also been
p oac i e in ecen decades in de eloping s a egies o add ess he inequali y expe ienced by
people wi h disabili ies, such as The Eu opean Disabili y S a egy (1996), he Eu opean
Disabili y Ac ion Plan (2006) and he Eu opean Disabili y S a egy (2010-2020). The ET 2020
S a egic F amewo k – Educa ion & T aining se s ou ou s a egic objec i es o educa ion
and aining in he coming decade. S a egic objec i e 3 ocuses upon: P omo ing equi y, social
cohesion and ac i e ci izenship – wi hin his objec i e, he impo ance o alues is highligh ed:
“Educa ion should p omo e in e cul u al compe ences, democ a ic alues and espec o
undamen al igh s and he en i onmen , as well as comba all o ms o disc imina ion,
equipping all young people o in e ac posi i ely wi h hei pee s om di e se backg ounds.”
(Eu opean Commission, 2015a, p. 4). The Eu opean Agency o Special Needs and Inclusi e
41
Educa ion (EASNIE) (ea lie : The Eu opean Agency o De elopmen in Special Needs
Educa ion) has been in he o e on o ini ia ing discussions among Membe S a es abou how
o de elop inclusi e lea ning en i onmen s. Wi hin he EU con ex , each s a e is esponsible
o he design and deli e y o educa ional p o ision and i is clea ha he s anda ds ou lined in
he in e na ional ini ia i es ha e no been inco po a ed in o he legal sys ems o many EU
coun ies (EASNIE, 2018d, Shoonheim & Ruebain, 2005).
Gi en ha he inclusi e educa ion is an on-going p ocess ha has o build on cu en
si ua ion in pa icula coun y, i s educa ion sys em and a i udes owa ds inclusi e educa ion
om expe o non-expe public, i is no su p ising ha he implemen a ion o inclusi e
educa ion a ies h oughou he Eu opean coun ies. Wha conce ns he coun ies o in e es o
his disse a ion hesis, Spain and I aly ha e s a ed o implemen in eg a ed/inclusi e educa ion
in hei policies e y soon, in line wi h global de elopmen s, whe eas he Czech Republic
add essed he issue o inclusion a he policy and in- ield le el mo e ecen ly.
1.2.2 A en ion o di e si y in SPANISH educa ion sys em
Educa ion sys em in Spain is decen alised (es ablished by 1978 Spanish Cons i u ion)
and educa ional powe s a e sha ed be ween S a e Gene al Au ho i y (Minis y o Educa ion,
Cul u e and Spo ) and he 17 Au onomous Communi ies (Regional Minis ies o Depa men s
o Educa ion) (Luengo, Se illa, & To es, 2005). The Minis y o Educa ion, Cul u e and Spo
(MECD) o ganises Spanish educa ion sys em in gene al; egula es he condi ions o he
ob aining, issuing and ecogni ion o academic and oca ional quali ica ions, and o he basic
ules o he de elopmen o he igh s o educa ion; es ablishes he gene al plan o educa ion;
e alua es and inno a es di e en ypes o p o ision o he Spanish educa ion sys em; designs,
plans and manages he sys em o g an s and inancial suppo ; p omo es equali y, non-
disc imina ion and uni e sal accessibili y policies wi hin he scope o i s powe s; manages he
eaching s a policy and de elopmen o he ounda ions o he legal egime go e ning public
eaching se ice; and exe cises he unc ions o Na ional Au ho i y o he E asmus+
P og amme o he Eu opean Commission. Sec o al Commi ee o Educa ion is he body o
coope a ion in educa ion policy be ween he MECD and he Educa ional Au ho i ies o he
Au onomous Communi ies, wi h he pu pose o achie ing he maximum cohe ence and
inclusion o he educa ion sys em. Regional Minis ies o Depa men s o Educa ion o he
Au onomous Communi ies assume he egula ions de eloped by he S a e ules and o he non-
basic elemen s o aspec s o he educa ion sys em; assume he execu i e and adminis a i e
compe ences o managing he educa ion sys em in i s own e i o y; p omo e and s eng hen
48
o school educa ion, espec i ely. Wi hin he ele an sec o s o compe ence, hey a e
esponsible o he es ablishmen , agg ega ion, me ging and he closing down o schools, he
in e up ion o eaching o se ious and u gen easons, he se ing up, con ol and igilance, as
well as he dissolu ion o school collegia e bodies. Schools ha e impo an adminis a i e and
managing unc ions, as well as high esponsibili y asks such as he de ini ion o cu icula, he
widening o he educa ional o e , he o ganisa ion o eaching (school ime and g oups o
pupils, e c.), wi hin he gene al ame de ined a na ional le el (Damiani, 2016; Pale a &
Bezzina, 2016).
Fi s inclusi e a emp s in I aly s a ed in 1970s s a ing wi h Law 118/1971 and
subsequen ly ex ended by Law 517/1977 o all kinds o disabili y. Since hen i has been
sys ema ically implemen ed, e alua ed and imp o ed. Law 104/1992 p o ided de ailed
desc ip ion o in eg a ion o disabled people and he ole o suppo eache s (De ecchi, De o i,
Do es on, Sedgwick & Jamen , 2012). Law 328/2000 de ines he ‘in eg a ed sys em o
in e en ions and social se ices, while Law 53/2003 de ines he essen ial le els o p o ision
in educa ion and aining (EASNIE, 2018a; Zanobini, Vi e bo i, Ga ello & Camba, 2018).“La
Buona Scuola” e o m adop ed in July 2015 as law 107/2015 ga e mo e powe o schools,
in oduced a eache e alua ion sys em and compulso y school-wo k al e na ion. This Law is
designed o suppo and imp o e inclusi e condi ions in educa ion while imp o ing he s a us
o suppo ing eache s and de eloping hei compe ences wi hin u he educa ion; speci ying
indica o s o sel -e alua ion and e alua ion o school inclusion and e iewing he assis ing
e i o ial g oups in he ield o inclusion. The whole educa ional s a is supposed o be
in ol ed in he p ocess o educa ion and aining and school di ec o s and eache s ha e he
obliga ion o educa e hemsel es u he . The implemen a ion o his law is pu sued h ough
se e al dec ees ocused on ini ial eache educa ion, ea ly childhood educa ion and ca e and
inclusion o pupils wi h special educa ional needs. The a ea o special educa ional needs
includes (1) Disabili ies; (2) Speci ic de elopmen al diso de s and/o speci ic lea ning
diso de s; (3) Disad an age om socio-economic, linguis ic and cul u al ac o s (EASNIE,
2016; Legge 13 luglio, 2015).
The upda ed Law 107/2015 ocuses, mo e han e e , on in e -minis e ial coope a ion in
he ield o inclusi e educa ion. The cen al egula ions o esee ha schools, local and local
heal h au ho i ies s ipula e ag eemen s o es ablish collabo a ion me hods o co-o dina ing
hei ac i i ies (Legge 13 luglio, 2015). The achie emen o school inclusion alls unde he
esponsibili y o a ious bodies. The e o e, o he ad iso y o gans a e also included in he
counseling sys em, wo king indi ec ly o schools and school acili ies. This includes he

49
G uppi di La o o pe l'in eg azione scolas ica - GLH (Wo king G oup on Social In eg a ion)
and he G uppi di la o o e di s udio d'Is i u o - GLHI (Wo king G oup and S udy Ins i u ional
G oup) which a e newly supplemen ed by he G uppi di la o o pe l’inclusione o pe
l’inclusi i à – GLI (Wo king G oup o and on Inclusion). As desc ibed by a ious au ho s
(Ianes & C ame o i, 2013; Pi ino, 2015), he GLHI and GLI deal wi h he in e en ion ools
o pupils wi h special educa ional needs a he school le el. GLHs a e p esen in each school
au ho i y o he egion and hei ask is o conduc consul a ions wi h schools, wo k wi h local
o ganiza ions, se up and upda e educa ional plans o any o he ac i i ies ela ed o school
inclusion. In e e y school, he e is a wo king g oup o inclusion (GLI), made up o eache s,
suppo eache s, adminis a i e s a , specialis s o he local heal h au ho i y, which ha e he
ask o coope a ing on he educa ional and in eg a ion ac i i ies indica ed in he cu icula. GLH
a e he e o e ins i u ional g oups o a egion, while GHLIs a e e i o ial uni s helping o
implemen school inclusion. The las exis ing g oup is he G uppi di La o o In e is i uzionali
Regionali - GLIR (Regional Wo king G oups), which pu s in mo ion planning s a egies wi h
ega d o he de elopmen o inclusi e educa ion. GLH and GLIR a e bound o wo k oge he
(Ianes & C ame o i, 2013; Pi ino, 2015). Wha conce ns schools hemsel es, each school, as
pa o he de ini ion o he h ee-yea educa ional plan, d aws up he Inclusion plan es ablishing
he use o esou ces, including o e coming a chi ec u al ba ie s and iden i ying acili a o s
(MIUR, 2015). Finally, om an o ganisa ional poin o iew, Te i o ial Suppo Cen es
(Cen i e i o iali di suppo o - CTS) wo k a local le el o os e ing school inclusion. Cen es,
a leas o p o incial a ea, e e o one school and a e se up by he Regional school o ices
(U ici scolas ici egionali – USR) in ag eemen wi h MIUR. Thei ask is he c ea ion o school
ne wo ks wi h local se ices in o de o include ully pupils/s uden s wi h special educa ional
needs o schools wi h an e icien use o inancial esou ces. CTS a e also commi ed wi h he
ac i a ion a local le el o aining ini ia i es on he co ec use o echnologies add essed o
eache s and o he school p o essionals, as well as o pa en s and pupils hemsel es (Milani,
2017; Muna o & Ce ellin, 2016; Sal ioni, Gandini, F anzoni & Genna i, 2012). I aly g adually
eplaces he cu en model based on he suppo by a suppo eache on a model in which a
s uden wi h special educa ional needs is suppo ed by a wide ange o ac o s, including class
eache , pee s, educa o s, pedagogical assis an s and o he s a a school who collabo a e
among each o he (Pale a & Bezzina, 2016).
A icle 3 o he Cons i u ion o he I alian Republic decla es ha “all ci izens o he
I alian Republic ha e he same igh s ega dless o gende , ace, language, eligion, poli ical
50
opinion, pe sonali y and social condi ions” (Cons i u ion o he I alian Republic, 1947, p. 5).
Mo eo e , e e ing o A icle 34, i gua an ees he igh o educa ion o all.
1.2.4 Inclusi e educa ion in THE CZECH REPUBLIC
The igh o all child en o be educa ed is ensh ined in he Cons i u ion o he Czech
Republic (Ús a a České epubliky). All pupils o basic and uppe seconda y schools, child en
in p eschool educa ion and s uden s o e ia y p o essional schools a e en i led by a codi ied
law, he Educa ion Ac , o ge a o m o educa ion ha espec s hei indi idual educa ional
needs. The compulso y educa ion akes en yea s ( om 5 o 15 yea s o age) as seen in Figu e
5, and is p o ided, as well as o he o mal public educa ion, ee o cha ge. Simila ily as in
Spain, Czech educa ion sys em has mul i- ack o m and along wi h he mains eam schools i
o e s special class ooms wi hin mains eam schools and special schools o s uden s wi h
special educa ional needs (OECD, 2013a).
Figu e 5 The S uc u e o Czech Educa ion Sys em
No e. Sou ce: Eu ydice (2017b).
The basic p inciples go e ning he p o ision o educa ion a e con ained in he Cha e
o Fundamen al Righ s and F eedom which is a pa o he Cons i u ion and in which A icle
33 s a es ha e e ybody is en i led o educa ion (Ús a a České epubliky, 1992). The Minis y
o Educa ion, You h and Spo s (MŠMT) is esponsible o he a ailabili y, s uc u e and
concep ion o educa ion a he na ional le el; a he egional le el his esponsibili y belongs o
51
a ele an egional au ho i y. The egional au ho i y wo ks ou he Long- e m plan o educa ion
and de elopmen o he egional educa ion sys em o a gi en pe iod based on he Long- e m
educa ion plan and de elopmen o he educa ion sys em in he Czech Republic, which includes
among o he hings main objec i es and asks o each a ea o educa ion, including educa ion
o pupils wi h special educa ional needs (EASNIE, 2018c).
The Czech Republic has been add essing he issue o inclusion a he policy and p ac ice
le el mo e ecen ly in he las wen y yea s. In con as , educa ion policy owa ds child en and
young people wi h disabili ies emained unde de eloped in he Czech Republic un il he 1990s.
In he 1970s and 1980s, child en wi h disabili ies we e placed in special schools by de aul . The
majo i y o child en wi h in ellec ual disabili ies o combined disabili ies we e conside ed
"un i o educa ion" and did no ecei e any educa ion. Pa en s o child en wi h disabili ies
we e s ongly ad ised o place hei child en in la ge esiden ial social ca e ins i u ions. Only
h ough a sepa a e applica ion p ocess could pa en s (o gua dians) apply o hei child's
in eg a ion in o mains eam schools, bu wi h he impo an p o ision ha hey secu ed he
ag eemen o he school adminis a ion. Pe sons wi h disabili ies we e o en o icially dep i ed
o compulso y schooling on he basis o psychological and medical diagnoses, a p ac ice
con a y o he al eady a i ied Con en ion on he Righ s o he Child (Eu opean Commission,
n.d.; Ga giulo, Če ná, & Hil on, 1997).
The wo ack sys em (special/mains eam) which cha ac e ized he educa ion o pupils
wi h disabili ies wi hin he Czech Republic whe e special educa ion was pa icula ly p i ileged
began o e ol e in o a mul i- ack sys em in he ea ly 1990’s when he Edic on P ima y Schools
1991 p o ided o he indi idual in eg a ion o child en wi h isual disabili ies, physical
disabili ies and speech impedimen s, bu no o hose wi h in ellec ual disabili ies (OECD,
1997). In la e 1990s he Go e nmen began wo k on a “Whi e Book” as pa o he o e all
s a egy o ad ance social and economic de elopmen in he Czech Republic. Educa ion and
human esou ce de elopmen we e op s a egic p io i ies and he Whi e Book asse ed he
Go e nmen ’s esponsibili y o gua an ee pa en s he igh o choose he app op ia e educa ion
o hei child en. Un il 2004, child en wi h disabili ies could only be g oup in eg a ed; ha is,
in special classes in mains eam schools. The Edic on P ima y Schools was inally amended in
2004, pe mi ing he indi idual in eg a ion o s uden s wi h in ellec ual disabili ies in egula
classes a mains eam schools. G adually, he wo- ack sys em, whe e special educa ion had a
s ong posi ion, has e ol ed in o a mul i- ack sys em EASNIE, 2018c.). In 2005, a new
Educa ion Ac (No. 561/2004, Call) on P e-school, P ima y, Seconda y, Voca ional and o he
Educa ion ( u he The Educa ion Ac ) came in o o ce. The Educa ion Ac explici ly se s ou
52
he obliga ion o suppo he de elopmen o abili ies o all pupils and s uden s a schools
(MŠMT, 2018). The e o e, i is only since 1 Janua y 2005 ha child en wi h disabili ies ha e,
by law, been pe mi ed o be mains eamed h ough indi idual in eg a ion. Howe e , he
legisla ion did no explici ly men ion he concep o “inclusi e educa ion”, in con as o he
o he coun ies unde discussion; he law only ecognized he igh o equal access o all people
o educa ion and he e is no de ini ion o wha cons i u es easonable accommoda ion (Šiška &
La imie , 2011). Since i s app o al in 2004, he Ac has been amended many imes and he mos
impo an changes dealing wi h app oach o he educa ion o pupils wi h special educa ional
needs and ollow-up dec ee en e in o ce in Sep embe 2016. In 2016, he Czech Republic
implemen ed majo amendmen s o he Educa ion Ac o 2015 (Ac No. 82/2015 Coll.), which
signi ican ly modi ied he ules o educa ion, especially ega ding inclusion. These subsidia y
egula ions include he ollowing: (1) Dec ee No. 27/2016 Coll., on he educa ion o pupils wi h
special educa ional needs (SEN) and alen ed pupils; (2) Dec ee No. 197/2016 Coll., which
amends Dec ee No. 72/2005 Coll., on he p o ision o counselling se ices and acili ies in
schools, and ce ain o he dec ees (MŠMT, 2017). They emo ed he un easonably s ic
de ini ion o s uden s wi h SEN and de ined a s uden wi h special educa ional needs as a
s uden who needs suppo measu es o ul il his/he educa ional possibili ies and pu sue his/he
igh o educa ion on an equal basis wi h o he s. Suppo measu es a e selec ed o e lec he
pupil’s s a e o heal h, he cul u al en i onmen and/o di e en li ing condi ions.
Classi ica ion o suppo measu es is hus a he o e on , wi h classi ica ion o SEN
subsequen ly de i ed om i (EASNIE, 2018c; The League o Human Righ s, 2018). S uden s
wi h special educa ional needs a e ei he educa ed wi h he help o suppo measu es (based
upon uni ied, na ion-wide educa ional amewo k p og ammes designed o in ac popula ion);
o hose wi h se ious men al disabili ies a e educa ed acco ding o a modi ied educa ional
p og amme (OECD, 2013a). Wi hou p ede e mining he le el o suppo , he law de ines he
ypes o suppo measu es, so ha he suppo can be de e mined h oughou all le els wi h
di e en deg ee. They allow he ollowing: 1. The possibili y o adjus he condi ions, con en ,
o ms and me hods o educa ion 2. P olonging he s anda d du a ion o educa ion 3.
Adjus men s o he condi ions go e ning admission in o, and comple ion o , educa ion 4.
Suppo o dea and blind people 5. The adjus men o lea ning ou comes 6. The use o
indi idual educa ion plans 7. The use o eaching assis an s and/o he oppo uni y o use
ele an school counselling acili ies o s a who p o ide suppo o pupils wi h SEN du ing
hei ime a school 8. The cons uc ion and al e a ion o school p emises (EASNIE, 2017). On
9 July 2014, Go e nmen Resolu ion No. 538 app o ed he S a egy o he Czech Republic's
53
Educa ion Policy un il 2020, which became he co ne s one o Czech educa ion policy, and
oge he wi h he ollowing documen s de elop inclusi e app oach o educa ion a he na ional
le el, he documen s a e: Na ional plan o suppo equal oppo uni ies o disabled pe sons o
2015–2020, Ac ion plan o inclusi e educa ion 2016–2018, and S a egy o igh social
exclusion 2016–2020. These documen s ecognize ha he educ ion o inequali ies in he
educa ion sys em canno only ep esen in e en ions o suppo child en, pupils and s uden s
wi h special educa ional needs o o he wise disad an aged. E en hough hese measu es a e
ex emely impo an , hey a e no enough. The posi ion o disad an aged child en, pupils and
s uden s in educa ion can be imp o ed only i he elemen s o inclusi e educa ion will be
p omo ed and sys ema ically s eng hened (MŠMT, 2014). The las documen app o ed in July
2015 is he Na ional Ac ion Plan o Inclusi e Educa ion 2016–2018 (so called Akční plan). The
documen s i es o deal wi h he si ua ion in he a ea o equal access o educa ion o child en,
pupils and s uden s, mainly hose a isk o school ailu e. I wo ks ou he measu es o
suppo ing equal oppo uni ies and ai access o quali y educa ion, including he measu es in
p e en ion, ec i ica ion and in e en ion in he a ea o ea ly school lea ing o ulne able a ge
g oups (MŠMT, 2015a).
One o he h ee c oss-cu ing p io i ies o he Czech Republic's Educa ion Policy
S a egy un il 2020 is o educe inequali ies in educa ion. The s a egy seeks o ensu e ha no
social g oup is disad an aged in access o school educa ion and ha educa ional oppo uni ies
and ou comes a e leas a ec ed by ac o s such as gende , socio-economic s a us, egion,
na ionali y, o igin in a cul u ally di e se en i onmen (immig an s), which an indi idual canno
in luence (MŠMT, 2014).
1.3 NPOs in he wo ld o educa ion
Ci il socie y o ganiza ions (CSOs) a e a p oduc o communi y and as such play an impe a i e
ole in he c ea ion o a cul u e o peace and p e en ion o con lic s (Azzopa di, 2011). Since
1980s, CSOs ha e g adually s a ed o e e o he ac ha hey ha e wha o say when i comes
o educa ion sphe e, hus hei wo d should be conside ed. This ha monized oice was
ollowingly s eng hened du ing se e al impo an e en s in educa ion such as he Jom ien
Con e ence in 1990, he Wo ld Educa ion Fo um in Daka in 2000 and he Wo ld Educa ion
Fo um in Incheon in 2015 (K use, 2003). Du ing he la e , o e 250 non-p o i o ganiza ions
(NPOs) ully pa icipa ed, ac i ely con ibu ed and commen ed on he D a Decla a ion and
F amewo k o Ac ion (FFA) (UNESCO, 2016). As a esul , hey issued a decla a ion in which
hey highligh inclusi e, ee quali y public educa ion and li elong lea ning o all as a

54
undamen al p e equisi e o each Uni ed Na ion’s Sus ainable De elopmen goals “ ecognising
he c i ical ole o educa ion o social, economic and en i onmen al jus ice and he
indi isibili y o human igh s” (UNESCO, 2015a, p. 2). Wi hou doub , he con inui y and
ongoing e o o non-p o i o ganiza ions o be hea d, engaged and in ol ed a all s ages o
educa ion policy de elopmen ( om planning h ough moni o ing o e alua ion) has been
inally ecognized and gua an eed by a ious in e na ional, c oss-bo de , and ansna ional
au ho i ies such as UNESCO, Uni ed Na ions, Eu opean Communi y e c. who play a key ole
in he o ma ion o educa ional s a egy o cu en and u u e gene a ions (Uni ed Na ions
[UN], 2011, 2017; UNESCO, 2005, 2016, 2018).
Pa ne ships wi h ci il socie y o ganisa ions o se ice deli e y can in ol e con ac ual
o semi-con ac ual ag eemen s; o example, pa ne ships be ween public au ho i ies and local
communi y associa ions o educa ional se ices o aining (OECD, 2011). Bene i s o in e -
o ganiza ional coope a ion (o also so-called: go e nance, ne wo king e c.) in add essing public
policy issues has become inc easingly popula among policy-make s (McQuaid, 2010). I is a
way in which o ganiza ions in e ac wi h hei s akeholde s (Sal ioni, 2009). Academic
li e a u e p o ides a numbe o ad an ages which his coope a ion b ings. As one o he bene i s
o collabo a ion o o ganiza ions ha e.g. Nelson and Zadek (2010) epo is he de elopmen
o human capi al h ough he c ea ion o new oppo uni ies o aining, mo i a ion and
olun ee p og ams. Es ablishing coope a ion can also p o ide o ganiza ions wi h p os in he
o m o cos educ ions, be e a ailabili y o inancial, echnical esou ces and in o ma ion,
and hus inc ease he e ec i eness o indi idual s eps owa ds achie ing he goal. As McQuaid
(2010) poin s ou , in case o non-p o i o ganiza ions, coope a ion wi h public sec o bodies is
bene icial o example, o new possibili ies o p ac ical impac on policy-making and hus
ad oca ing he in e es s o disad an aged g oups. The bene i o collabo a ion is also o enable
a comp ehensi e solu ion o he p oblem and he c ea ion o inno a i e p ac ices h ough
sha ing o ideas, p o essional heo e ical and p ac ical knowledge. Nelson and Zadek (2010)
belie e ha his ac con ibu es o he o ma ion o a s able socie y, which is he main objec i e
no only o he s a e adminis a ion bodies, bu also o many non-p o i o ganiza ions.
Acco ding o Hudson (1987), i is impo an o unde s and he ex e nal ac o s
in luencing he de elopmen o ne wo k links in a gi en con ex , in o de o ully unde s and
he de elopmen and na u e o in e -o ganiza ional ela ionships. The au ho also adds ha
when de eloping coope a ion and ul illing condi ions conduci e o he de elopmen o
coope a ion, o ganiza ions may encoun e ce ain obs acles and limi s o achie ing such
de elopmen . P io o commencemen o coope a ion, hese obs acles need o be ealized and
55
ied o be a oided. The o ma ion o coope a ion is a complica ed p ocess in which indi idual
ac o s encoun e a numbe o obs acles. O ganiza ions ace con lic s o in e es ha complica e
nego ia ion o objec i es, clea di ision o esponsibili ies and indi idual compe encies, limi
mu ual us and ela i e eedom o decision-making among pa ne s (Winkle , 2005).
Mo eo e , NPOs can e ode he legi imacy and mo al au ho i y o he s a e o hei own o
example depending on dono s who ha e hei condi ions be o e unding NPOs ac i i ies o
when NPOs become oo closely iden i ied wi h he s a e (Ranucci & Lee, 2019).
As men ioned in he p e ious lines o his chap e , inclusi e educa ion is a p e equisi e
o he common educa ion o all pupils/s uden s ega dless o hei e hno-cul u al iden i y,
language, eligion o handicap, i.e. any ype o disad an age. P omo ing and suppo ing he
de elopmen o his ype o educa ion in he indi idual Membe S a es is one o he main
objec i es o he Eu opean Union's educa ion policy and is essen ial o achie ing high quali y
educa ion o all pupils (UNESCO-IBE, 2008). To ensu e inclusi e educa ion, in e alia,
signi ican suppo ne wo ks o key ac o s pa icipa ing in a gi en loca ion o se ices in he
educa ion o child en wi h special educa ional needs, including also child en wi h language
handicaps (wi h a di e en mo he ongue), is equi ed. Acco ding o Todd (2007), coope a ion
be ween schools, amilies and p o essionals is a key o he long- e m go e nmen s a egy o
suppo child wel a e, including deepening inclusi e educa ion. Hyánek, Hladká and P ouzo á
(2008) ecognize ha NPOs play he oles o a c ea o o social capi al ha links people o hei
communi ies and o o he s; an in luence o he poli ical p ocess; a c ea o o social changes; a
ul ille o pa icipan ’s needs and in e es s; a p o ide o se ices; a c ea o o income, jobs
and knowledge as well as economic de elopmen . As Mundy and Mu phy (2001) desc ibes,
NPOs gained a new place as educa ional se ice p o ide s a he beginning o 21s cen u y as
he e was a necessi y o ha e mo e esponsi e o gan which se es be e o local needs and is
mo e e icien in he deli e y o basic social se ices han go e nmen al o ganiza ions. They
a e independen ac o s, a oice o ma ginalized popula ions, who a e in ac ion when he s a e
is unwilling o ac ; and who can elie e he bu den on he s a e o p o ide educa ion o all age
g oups. Acco ding o Paniagua and D’Angelo (2017) NPOs can ope a e also as a b idge
be ween amilies and schools. This pa ne ship may os e a long- e m ision and p o ide mo e
s abili y in he dis ibu ion o powe be ween schools and amilies. Mo eo e , NPOs can
become agen s ha imp o e he compe ences o pa en s and eache s o o e come ins i u ional
ba ie s; and help schools de elop mo e welcoming clima e wi hin cul u ally di e en amilies.
Some o he au ho s add ha his coope a ion can imp o e ela ionships wi h e hnic mino i y
amilies and os e g ea e inclusion (Lopez, K eide , & Co man, 2005).
56
To sum i up, NPOs may play an impo an ole in educa ion ield as a pa o bigge
educa ion communi y and ac in he a eas ha a e o en neglec ed by he s a e and ha e
depended upon he p i a e sec o and local ac o s o hei exis ence. Ne e heless, i is
impo an o men ion, ha no all NPOs a e p og essi e en i ies pu suing a uni e salis ic
agenda, some can be ex emely sec a ian, i no eac iona y, and also his ac should be aken
in o conside a ion while speaking abou non-p o i sec o (Su on & A no e, 2004).
No wi hs anding, NPOs appea o become one o he essen ial s akeholde s in educa ional
ne wo ks who oge he wi h o he playe s help s ep ou o adi ional school bounda ies and
c ea e new concep o educa ional communi y (Díaz-Gibson, Ci ís, & Gua dia, 2014).
1.3.1 Czech non-p o i sec o
Since 1989 he e has been a e y apid de elopmen o non-p o i sec o in he Czech
Republic. Ci izens we e allowed o euni e hemsel es eely, p omo e hei in e es s and
espond o social issues o a di e en na u e (Mülle , 2002). A la ge numbe o non-p o i
o ganiza ions begun hei ac i i ies, which had a e y s ong in luence on socie y, many o
which a e holding hei s ong posi ion ill oday. Some a e mo e o less he ine ia o hei
in luence; o he s we e able o adap o new condi ions and o mode nize hei se ices and
managemen p ocesses. Howe e , o e he pas 30 yea s, he e ha e been signi ican changes
in managemen , echnology, communica ions and o he business segmen s. Jus as
compe i i eness was g owing in he comme cial sec o , non-p o i o ganiza ions also had o
lea n o each ou o he public, gain and keep hei dono s. This is ela ed o he p essu e on
he p o essionalisa ion o non-p o i o ganiza ions. NPOs ha e become an impo an pa o he
na ional economy, since hey deal wi h issues ha he s a e i sel canno sol e due o some
obs acles such as limi ed inancial means, lexibili y, eloci y e c. Due o he g owing
impo ance o globaliza ion, he de elopmen o coope a ion be ween Czech non-go e nmen al
non-p o i o ganiza ions has mo ed beyond i s bo de s (Pospíšil, e al.). To da e, he e a e i e
o ms o no - o -p o i o ganiza ions, namely: Associa ions (spolek), Founda ions (nadace),
Funds (nadační ond), Regis e ed ins i u es (ús a ), and Social co-ope a i es (sociální
d užs o); ne e heless, he p incipal legal o ms o no - o -p o i o ganiza ions (NPOs) in he
Czech Republic a e associa ions and ounda ions (In e na ional Cen e o No - o -P o i Law
[ICNL], 2018). The Czech s a e suppo s NPOs h ough inancial ans e s such as subsidies
and g an s, o indi ec ly, h ough ax deduc ion o ax exemp ion, o o he egula ion (Hyánek
e al., 2008).
57
In he Czech Republic, he e is cu en ly no s a egy o concep ha would in ol e
ne wo king ac o s in inclusi e educa ion. The only mo e de ailed documen c ea ed wi hin he
public adminis a ion is he documen called De elopmen o coope a ion wi h o he ac o s in
he local educa ion ne wo k, which was c ea ed by he Cen e o he Suppo o Inclusi e
Educa ion. In his documen , i is emphasized ha in e -o ganiza ional coope a ion, in o he
wo ds sha ing good p ac ice and exchanging expe ience h ough in e disciplina y
consul a ions, appea s o be an essen ial ool o success ul s a -up and he in oduc ion o
inclusi e educa ion. The cen e o he ne wo k iden i ies schools, and o he ac o s ac ed as
p o ide s o suppo se ices. I is based on he assump ion ha needs o child en wi h he needs
o suppo i e measu es can be me by schools, go e nmen al o ganiza ions and o he se ice
p o ide s (Cen um podpo y inkluzi ního zdělá ání [CPIV], 2012).
Ne e heless, he e a e se e al NPOs wo king in educa ion sphe e which suppo and
p ac ise he inclusi e educa ion policy wi hin hei li elong lea ning educa ion mission. Those
ac i i ies a e desc ibed u he .
1.3.2 I alian no - o -p o i app oach
I aly belonged o coun ies wi h he smalles non-p o i sec o among wes e n coun ies
un il he pe iod o 2001 and 2011 when he numbe o non-p o i o ganiza ions inc eased mo e
han 28% acco ding o he I alian s a is ical o ice (Anheie & Salamon, 2006). As he main
eason o his g ow h can be a ibu ed o a ele an change in he a i ude o he public
au ho i ies (Ba be a, Canino, Cima & Ve ecchia, 2018). In 1990s, he sys em o social wel a e
was e o med and social se ices we e ans e ed unde he esponsibili y o egional and local
adminis a ions, in which s a e akes ca e o he mos disad an aged and non-p o i sec o
p o ides suppo o o he s in need, howe e in which also non-p o i s ace ough compe i ion
o comme cial companies as se ice p o ide s (Eu opean Cen e o No - o -P o i Law, 2012).
Nowadays, non-p o i sec o is composed o non-p o i -making associa ions (O ganizzazione
Non Luc a i a di U ili a' Sociale), non-go e nmen al associa ions (O ganizzazione Non
Go e na i a [ONG]), olun a y associa ions, cul u al associa ions (inspi ed by eligious
p inciples), en i onmen al p o ec ion associa ions, consume associa ions, and speci ic disease
ea men associa ions; mo eo e , local g ass- oo s o ganiza ions (P o Locos) and blood dono
associa ions ha e been added o hese (Associazione Volon a i I aliani del Sangue [AVIS])
(Rossi, 2011). Some o hese o ganiza ions eplace public adminis a ions, he o he s a e
uni ied, wi hou he public adminis a ion supplying se ices. Such non-p o i o ganiza ions a e
suppo ed by laws, unds e c., howe e , acco ding o Rossi (2011) his p i ilege also b ings he
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Dec ee No. 27/2016 Coll., Amended by Dec ee 270/2017 Coll., on he educa ion o pupils wi h
special educa ional needs and gi ed pupils, se s ou ules o he use o suppo measu es by
he school and school acili ies. Pa ag aphs 16 and 17 o he Educa ion Ac egula e he
educa ion o pupils wi h special educa ional needs and gi ed pupils. The amendmen b ings a
new pe spec i e on he common lea ning o all pupils, speci ying suppo measu es ha a e
eligible ee o cha ge. Fi s -le el suppo measu es o e minimal adap a ion o me hods,
o ganiza ion and e alua ion o educa ion and a e p o ided o a pupil who equi es he need o
adap o educa ion o school se ices and o engage in a eam. Second- o- i h deg ee suppo
measu es a e p o ided on he ecommenda ion o a school counselling acili y and wi h he
in o med consen o an adul s uden o legal gua dian o he s uden (M ázko á & Zaple alo á,
2014; MŠMT, 2016a). Thus, who a e hose child en speci ically? In he Czech legisla ion we
canno ind any ca ego iza ion. The law es ablishes, as men ioned abo e, ha s uden s wi h
special educa ion needs a e hose o special educa ional suppo in e ms o suppo measu es
which a e de ined in a scale om one o i e. S uden s wi h a di e en mo he ongue in mos
cases belong o he second le el o suppo measu es’ needs.
Simila app oach can be also ound in I aly. The e m bisogni educa i i speciali (BES)
indica es s uden s om all ca ego ies o s uden s wi h special educa ional needs, i.e. no only
s uden s wi h disabili ies co e ed by Ac 104/1992. This in en ion signals he ac ha inclusion
does no only mean he inclusion o child en wi h disabili ies and disad an ages in mains eam
schools, bu i a ec s all s uden s and, he e o e, he en i e socie y. Acco ding o he new
Minis e ial Dec ee o 27 Decembe 2012, some ules on suppo measu es o BES s uden s a e
amended. The egula ion s a es ha e e y s uden may ha e a special pedagogical need o
physical, biological, physiological, psychological, social needs o some ime o a long ime in
his/he li e, and so i is necessa y o he school o be eady and able o espond adequa ely. The
minis e ial egula ion de ines h ee a eas o change in suppo . I is (1) an inc ease in posi i e
awa eness o inclusion (i is li e ally abou inclusion cul u e). Fu he mo e, (2) i is necessa y
o inc ease he compe encies o o dina y eache s and (3) o c ea e a new model o o ganiza ion
wi hin he school (MIUR, 2012). The new suppo sys em imposes on he di ec o s o c ea e
he wo king g oup o inclusion, so-called "G uppo di la o o pe l'inclusione", which is he
eam o : he di ec o , eache s, au onomis s and communica ion assis an s, coo dina o s,
special/suppo i e educa o s , pa en s, ep esen a i es o UMEE - Uni à Mul idisciplina e pe
l'E à E olu i a (o ganiza ions dealing wi h p e en ion, ehabili a ion, he apy, diagnosis o
disabled s uden s a ending compulso y educa ion), ep esen a i es o AEC - Assis en e
educa i o cul u ale (pe sonal assis ance/ se ice/suppo o he in eg a ion o he s uden ),

65
employees o he so-called ATA (adminis a i e, echnical, auxilia y s a ) (Coo dinamen o
I aliano insegnan i di sos egno, 2017). Suppo is he e o e la gely ocused on eamwo k,
including he ea ly de ec ion o BES s uden s a school, he collec ion and documen a ion o all
pedagogical and educa ional p ac ices in o de o c ea e a unc ional o ganiza ional sys em
(Sand i, 2014). The impo ance also has he p epa a ion o an annual inclusion plan, he so-
called Piano Annuale pe Inclusione o all BES s uden s, which mus be w i en by he end o
June a he la es . The plan is o link and e alua e he human esou ces, o ganiza ion and ools
ha a e a ailable in he school, and e iewing "special" suppo o lea ning (Dainese & F iso,
2016). Law no. 104 o 1992 is he e e ence legisla ion o he in eg a ion a school and in he
socie y o disabled people. I es ablishes ha he aim o he in eg a ion a school is he
de elopmen o he po en ials o he pe son wi h disabili ies in lea ning, communica ion,
ela ionships and socialisa ion. I also de ines ‘disabili y’ as any p og essi e o s able physical,
men al and senso y disabili y ha causes di icul ies in lea ning, ela ionships and in he
wo king li e (Legge 5 ebb aio 1992). Law no. 170/2010 has ecognised dyslexia, dysg aphia,
dyso hog aphy and dyscalculia as Speci ic Lea ning Disabili ies (Dis u bi speci ici
dell’app endimen o, DSA). Pupils su e ing o hese disabili ies ecei e special o ganisa ional
and didac ic suppo measu es h ough pe sonalised plans (Legge 8 o ob e 2010). In 2013 he
Minis y o educa ion has published a di ec i e on measu es o pupils wi h special educa ional
needs. Besides con i ming he exis ing s a egy o inclusion, he di ec i e has also ex ended he
ield o applica ion o all p o isions on school in eg a ion o pupils wi h disabili ies. Finally,
he e o m Law 107/2015 has delega ed he Go e nmen o legisla e on he p omo ion o school
inclusion o disabled pupils h ough dec ee no. 66/2017 which came in o o ce on 31 May 2017,
e en hough he main changes o eseen a e in oduced om 1 Janua y 2019. The dec ee ocuses
on he assignmen p ocedu es o he suppo esou ces o eaching and school s a aining
and eaching con inui y in o de o help disabled pupils o c ea e hei own li e p ojec wi h he
in ol emen o di e en subjec s o socie y (EASNIE, 2016).
S uden s in Spain ha e, as hei basic igh o ecei e he necessa y assis ance and
suppo o compensa e o pe sonal, amily, inancial, social and cul u al disad an age,
pa icula ly in he case o pupils wi h special educa ional needs (O ganic Law 8/1985). A he
na ional le el, as being al eady desc ibed in he subchap e 1.2.2, he Law LOE se s up as he
essen ial p inciple he a en ion o di e si y wi h he aim o p o ide all s uden s wi h educa ion
adap ed o hei cha ac e is ics and needs. On his manne , he ocus is no only on s uden s
wi h di e en needs, bu on all s uden s. The concep o “s uden s wi h special educa ion needs”
is eplaced wi h a b oade e m “s uden s wi h speci ic needs o educa ional suppo ”; in
66
o iginal language “es udian es con necesidades especí icas de apoyo educa i o (NEAE)”.
Acco ding o he egula ion, he a ge g oups o he measu es (o dina y and/o ex ao dina y)
o a en ion o di e si y a e: (1) S uden s o he educa ion sys em as a whole; (2) S uden s wi h
speci ic need o educa ional suppo ; (3) Socially disad an aged s uden s (Ley O gánica
2/2006). The cu en Law in o ce “LOMCE” s a es ha a mo e open, inclusi e and
pa icipa o y socie y equi es al e na i e ways o o ganisa ion and managemen h ough
collabo a ion and eamwo k (Azo ín & Muijs, 2017).
Each Au onomous Communi y in Spain has i s own model o Educa ion Au ho i y,
some imes as a Regional Minis y, and some imes as a Depa men o Educa ion. Such
Educa ion Au ho i y p epa es Plans on A en ion o Di e si y (Plan de A ención a la Di e sidad,
u he e e ed as “Plan”) in acco dance wi h he na ional policy. Cas illa y León egion, which
is he one o hese Au onomous Communi ies on which his hesis ocuses, has cu en ly in
o ce “The II Plan on A en ion o Di e si y (II Plan de A encin a la Di e sidad en la
Educación de Cas illa y Len)” om 2017, whose pu pose is o implemen educa ion measu es
and ac ions allowing he maximum adap a ion o he eaching-lea ning p ocesses o he whole
s uden s' cha ac e is ics. In he Annex I o he Ins uc ion om 9 July 2015 issued by he
Depa men o Inno a ion in Educa ion and Teache T aining o Cas illa y León egion, we can
ind de ailed desc ip ion o s uden s wi h SEN and hei ypologies and ca ego iza ion. The e
a e 4 basic g oups o s uden s which speci ic needs o educa ional suppo : 1. S uden s wi h
Special Educa ional Needs 2. S uden s wi h Educa ional Compensa ion Needs 3. High
in ellec ual capaci ies 4. Lea ning di icul ies and/o low academic pe o mance (JCyL, 2015b).
S uden s wi h a di e en mo he ongue can be ound in he second g oup o S uden s wi h
Educa ional Compensa ion Needs wi hin ca ego ies La e inco po a ion and Special social,
geog aphical and cul u al condi ions, as demons a ed in Figu e 6:
Figu e 6 Ca ego ies o s uden s wi h a di e en mo he ongue in Cas illa y León
Typology
Ca ego y
La e inco po a ion
Immig an s wi hou su icien
knowledge o a language
Immig an s wi h cu icula lag
The Spanish wi hou su icien
knowledge o a language
The Spanish wi h cu icula lag
Mino i ies
Disad an aged en i onmen
67
Special social,
geog aphical and
cul u al condi ions
Social exclusion
Tempo a y inhabi an s
Geog aphical isola ion
No e. Sou ce: Di eccin Gene al de Inno acin Educa i a y Fo macin del P o eso ado, po la que se es ablece el
p ocedimen o de ecogida a mien o de los da os ela i os al alumnado con necesidad espei ica de apoyo
educa i o escola izado en cen os docen es de Cas illa y Len.
To sum up gi en in o ma ion om all h ee coun ies, despi e he di e en e minology
and p ocedu es o iden i ica ion and eassignmen o ba ie s s uden s wi h SEN can ace while
pe o ming in schools, all coun ies ha e he common aim – o challenge hose obs acles wi h
necessa y ins umen s such as indi idual plans o suppo measu es a e. The sha ed goal in
hese legisla i e co ne s ones is o allow all s uden s o ad ance and expe ience hei own
successes wi h he same chances. This is he legal base.
2.2 S uden s o second language in ou class ooms
The e a e se e al easons why s uden s wi h a di e en mo he ongue a e included in
he g oup o s uden s wi h SEN. They a e disad an aged in e ms o en olmen in ype o school,
du a ion o a ending school, indica o s o achie emen , d op-ou a es and ypes o school
diploma eached (Mig an In eg a ion Policy Index [MIPEX], 2015a). Indeed, he language
ba ie is no he only elemen which plays i s ole in academic ailu e o hese s uden s.
Di e en cul u al backg ounds, social s a us o pa en s, di e en physical appea ance, di e en
communica ion habi s, eligious di e ences, among many o he s, ha e hei indispu able
impac ; hus, apa om schools ails, s uden s can also ace xenophobia, acism and/o cul u al
misunde s andings (G aham, Minhas & Pax on, 2016).
Language ba ie has been iden i ied as a classical obs acle in educa ion which ge s on
i s se e i y wi h he highe age o a s uden in he ime o his/he a i al (Ne wo k o Expe s
in Social Sciences o Educa ion and T aining [NESSE], 2008). Acco ding o Cummins (1984,
2000), he language, espec i ely i s acquisi ion is di ided in o wo phases, he acquisi ion o
communica ion skills and consequen ly cogni i e academic skills. We lea n how o
communica e in e e yday si ua ions, and i akes om six mon hs o wo yea s o mas e his
skill. Conside ing communica ion in academic en i onmen , i may ake up o se en yea s o
de elop language skills ( ha is, use p o essional exp essions, wo k c i ically wi h ex , exp ess
in con ex , e c.). The impo ance o his opic is also suppo ed by he Eu opean Council which
sees wo key measu es o suppo s uden s wi h di e en mo he ongue: (1) eaching and
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lea ning o he o icial language o schooling; and (2) suppo eaching and lea ning o mo he
ongue (Council o Eu ope, 2007).
This subchap e aims o desc ibe who hese s uden s a e and wha can se e as
p e en ion and in e en ion o educe o elimina e he isks o ailu e. E en hough he emphasis
is pu on he language ba ie , he au ho ealizes ha he issue is much b oade and hus, has
o be always conside ed in connec ion wi h o he aspec s such as socio-economic inclusi eness
wi hin schools (Eu opean Commission, 2017a), linguis ic, cul u al, eligious and educa ional
backg ounds o s uden s.
In p ac ice, we encoun e inconsis en labelling o s uden s wi h a di e en mo he
ongue and in many cases, hose e ms include, in essence, only child en o ci izens o o he
s a es. In e ms o access o educa ion o child en wi h insu icien o o ally lacking knowledge
o he language o he coun y, coming om a di e en cul u al and linguis ic en i onmen , we
alk abou a wide g oup o s uden s. Fo his eason, he e m child en/s uden s wi h di e en
mo he ongue o in sho L2 s uden s is used he e since i seems o he au ho o be he mos
app op ia e. In academic li e a u e we can also ind e ms such as: English language lea ne s,
English as a second language lea ne s, English as second/addi ional language pupils/s uden
e c. – in case English is a language o schooling.
Acco ding o Educa ion and T aining Moni o om 2017, he numbe o s uden s in
Eu ope whose mo he ongue is di e en han he language o ins uc ion is g owing. These
s uden s do no ep esen a homogeneous g oup as he le el o knowledge o he language a ies
indi idually, as well as he le el o s uden s’ educa ion (Eu opean Commission, 2017b). This
should be always aken in o he conside a ion while designing he app op ia e suppo
measu es, such as hose se by Eu opean Commission:
• supplemen a y educa ion in and ou side school, including help wi h homewo k,
language lea ning and men o ing du ing ac i i ies;
• imme sion in mains eam class ooms wi h suppo om specialis s and eache s who
ha e he compe ences and expe ience o ailo eaching o child en in he class oom who
do no ha e he same le el o compe ency in he language o ins uc ion;
• de eloping hei mo he ongue compe ences (Eu opean Commission, 2015b, p. 10).
The disad an age o language is a se ious issue which, i no ea ed p ope ly, can lead
o ex i pa ion o a child. I is associa ed, among o he hings, wi h cul u al shock, loss o
mo i a ion o lea n, us a ion, eelings o aliena ion and deep loneliness (Igoa, 2009). High-
quali y and well-o ganised language suppo and school guidance se ices can be an e ec i e
way how o p e en and educe hese consequences. The close look in o hese o ms o suppo
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will be in oduced in he ollowing chap e s, howe e gene ally, we can say ha he language
suppo o s uden s wi h di e en mo he ongue is widesp ead. I comes in se e al o ms,
usually as a p o ision o ex a lessons o language o assis ance in he s uden ’s mo he ongue
(Eu opean Commission, 2017a). I is impo an o no e down ha language o schooling is a
second language o s uden wi h a di e en mo he ongue and in his manne , wi h app op ia e
me hodologies, has o be app oached and augh . Ano he aspec o ei he success o ailu e is
eache s’ p epa edness eached wi hin o mal o non- o mal educa ion and eache s’ possession
o in e cul u al compe ences. Also, his opic will be discussed u he . And inally, al eady
men ioned p esence o mo he ongue in he educa ion p ocess, which is a welcomed elemen
ha gi es s uden s a s ong ea ly s a in educa ion (UNESCO, 2008b) has o be ecognized.
Un o una ely, he e is an e idence which shows ha many educa ional sys ems a ound he
wo ld insis on exclusi e use o one o some imes se e al p i ileged languages and exclude
o he s, including child en who speak hem (A nold, Ba le , Gowani, & Me ali, 2007).
Acco ding o Cummins (1981, 2001), he p o iciency de eloped in one language is ans e able
o ano he i he e is su icien exposu e o bo h languages and su icien mo i a ion o lea n.
He belie es ha he non-dominan languages o m a esou ce, and no a h ea o he lea ning
o he school language.
The ollowing subchap e s desc ibes he educa ional en i onmen o s uden s wi h a
di e en mo he ongue in coun ies o he au ho ’s in e es – Czech Republic, I aly and Spain.
2.2.1 Czech Republic has s ill a long way o go
Al hough Czech educa ion sys em is mul i- acked, L2 s uden s a e no au oma ically
assigned o special schools as i is a p ac ice wi h di e en g oups o SEN s uden s; on he o he
hand, hey do no ha e he op ion o a ending language aining cou ses be o e coming o
mains eam schools as i is a common p ac ise in some Eu opean coun ies (Rados ný e al.,
2011). As being said, s uden s wi h a di e en mo he ongue belong o he g oup o s uden s
wi h SEN and hey should ecei e he o m o help in acco dance wi h he second le el o
suppo measu es in he Czech Republic. As de ined by Ná odní ús a p o zdělá ání (NÚV),
he second le el o suppo measu es equi es he epo om Pedagogical Consul ancy
Ins i u ion acco ding o which schools apply he ecommended suppo measu es. The whole
p ocedu e has o be consul ed and ag eed wi h a s uden and/o s uden ’s legal ep esen a i e
(M ázko á & Zaple alo á, 2014). The suppo measu es may consis s o : (a) counselling
assis ance om he school and school counselling acili y; (b) adjus ing he o ganiza ion,
con en , e alua ion, o ms and me hods o educa ion and school se ices, including he

70
p o ision o eaching o subjec s o special pedagogical ca e and ex ending he du a ion o
seconda y o highe oca ional educa ion (up o wo yea s); (c) adap ing he condi ions o
admission o educa ion and lea ing school; (d) he use o compensa o y aids, special ex books
and special eaching aids, e c.; (e) adjus ing expec ed lea ning ou comes wi hin he limi s se
by he F amewo k Educa ion P og ams and acc edi ed aining p og ams; ) educa ion
acco ding o he indi idual educa ional plan; g) use o eache assis an ; h) use o ano he
pedagogical wo ke e c.; (i) he p o ision o educa ion o educa ional se ices on p emises
which a e echnically o echnically modi ied (Ná odní ús a p o zdělá ání [NÚV], n.d.).
The Czech Republic signed he Con en ion on he Righ s o he Child, hence, is obliged
o espec and sa egua d child en igh s wi hou any disc imina ion. Mo eo e , he na ional
legisla ion, in he Educa ion Ac , s a es ha he equal access o educa ion wi hou any
disc imina ion has o be gua an eed, bo h o ci izens o he Czech Republic and ci izens o o he
EU Membe S a es. Un o una ely, child en om hi d-coun y na ionals a e excluded om his
claim o unknown easons (MŠMT, 2016b). Ne e heless, child en-ci izens and child en-
o eigne s (no ma e he coun y hey come om) a e obliged o compulso y schooling, e en
hough hese child en- o eigne s a e in he coun y illegally. Acco ding o o icial s a is ics,
he e we e a ound 38 000 o s uden s (app ox. 2% o all s uden s) wi h a di e en mo he ongue
in kinde ga ens, p ima y and seconda y schools du ing 2016/2017 academic yea and a ound
43 000 a highe educa ion ins i u ions, howe e i is es ima ed ha he numbe is bigge as
ele an de ailed s a is ic does no exis (see Český s a is ický úřad, Educa ion o o eigne s).
In he Czech legisla ion, child en wi h di e en mo he ongue a e de ined as child en-
o eigne s which, as being said be o e, does no co espond o he ac ual g oup o child en wi h
a language ba ie . Howe e , his ac is widely ecognized; mo eo e , local NPOs, especially
META o.p.s. ies o change his app oach wi h hei p o essional inpu s o a ious legisla i e
decisions and opens his opic wi hin public and poli ical dialogs. Se e al in es iga ions o his
non-p o i e ealed ha he me hodology o lea ning o language o schooling as a second
language is, sadly, unsys ema ised, happens andomly and wi hou p o essional me hodological
p epa edness o eache s who should p o ide i o s uden s. Schools ha educa e s uden s wi h
di e en mo he ongue lack he sys ema ic suppo and he si ua ions esul ing om he a i al
o child en om di e en cul u al and linguis ic en i onmen sol e ad hoc. Schools ha ha e
no expe ience wi h o eigne s o en do no know whe e o look o suppo (META, 2014).
Mo eo e , acco ding o las in es iga ions, some schools and pedagogical counselling
ins i u ions s ill y o a oid p o ide adequa e suppo measu es o L2 s uden s (META, 2018).
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2.2.2 Complex amewo k in I aly
In I aly, s uden s wi h a di e en mo he ongue, does no ma e i immig an ones o
om o he language mino i ies, ha e he igh o educa ion and mus a end compulso y
educa ion and unde go he same assessmen s as I alians. In he “Guidelines o he ecep ion
and inclusion o o eign s uden s” MIUR p o ided, beside he legisla i e ame, some
sugges ions o o ganisa ion and eaching, o a ou bo h en ance o o eign pupils a school
and hei success in hei s udies. The documen includes a se ies o good p ac ices ha , om
an adminis a i e, o ganiza ional and didac ic poin o iew, should be adop ed o p omo e he
in eg a ion o non-I alian pupils in o he school (MIUR, 2014). In i s essence, he I alian
inclusi e app oach does no suppo he idea o sepa a e/di e en ways in educa ion o o eign
s uden s (e.g. o lea n he language i s ). All s uden s, no ma e wha ba ie hey can ace, a e
included in egula schools. Howe e , I alian legisla ion ecognizes he need o ex a linguis ic
suppo in 10 hou s weekly o I alian as a second language o e h ee o ou mon hs and
es ablishing indi idualised educa ional plans and objec i es (Piani Dida ici Pe sonalizza i)
(San aga i & Ongini, 2016). The p ocess o inclusion o o eign s uden s consis s o wo
aspec s: “in eg a ion/inclusion” and “in e -cul u e” which is a model based on in e cul u al
educa ion (Sani, 2011). Speci ic guidelines conce ning he inclusion o mig an pupils (MIUR,
2014) p o ide a egula o y amewo k, as well as sugges ions conce ning school o ganisa ion
and eaching in o de o inc ease he quali y o educa ion, ne e heless I alian schools s ill need
an accu a e planning o educa ional and didac ic s a egies (Sani, 2012).
The e o e, he p inciple o inclusion also applies o pupils om disad an aged
backg ounds o social and economic easons and o immig an pupils. In such ci cums ances,
suppo measu es ocus on didac ic lexibili y and, in he case o immig an s wi h low le els o
I alian, linguis ic suppo , pe sonalised eaching ( h ough a pe sonalised eaching plan); and can
adop compensa i e ools as well as be exemp ed om some ac i i ies (San aga i & Ongini,
2016). Fo example, immig an pupils can be exemp ed om eading aloud, o om dic a ion.
In such cases, he e icacy o in e en ion is moni o ed in o de o apply suppo measu es only
o he ime necessa y. In ac , in con a y o ce i ied disabili ies, suppo measu es in hese
cases o disad an age a e empo a y and he classes wi h hese s uden s do no ha e suppo
eache s (unless pupils ha e a ce i ied disabili y) (Coccia, 2016). The Minis e ial Di ec i e o
27 Decembe 2012, on “Measu es o pupils wi h special needs and local o ganisa ions o
school inclusion”, ci es all he ini ia i es aken o di e en ypes o pupils wi h special needs:
pupils wi h assessed disabili ies, wi h speci ic de elopmen al diso de s o wi h socio-economic,
linguis ic and cul u al disad an ages (MIUR, 2012).
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The p esence o a linguis ic and cul u al media o is essen ial in he ini ial s age o
s uden ’ en ance o school o suppo communica ion among eache s, s uden s and hei
amilies. In I alian educa ion s uc u e, he pe son o language o cul u al media o s is
ecognized. Acco ding o Fa a o, media o s should ha e ou unc ions: o p omo e social
inclusion; o acili a e communica ion be ween school and amily; o suppo en olmen in
school; and enac ini ia i es ha p omo e languages and cul u es o o igins (Fa a o, 2001).
Ne e heless, some esea ches s ill e eal he absence o specialised p o essional igu es wi hin
schools, pa icula ly a ound linguis ic and cul u al media ion (see e.g. Chiodo, 2018). Low
pa icipa ion o o al absence o media o s in schools is disappoin ing, on he o he hand, hey
a e no hose who should welcome, communica e and suppo L2 s uden s on behal o ins ead
o a egula eache (Kowalczyk, 2016). I is s ill a esponsibili y o a eache .
In he academic yea 2016/2017, he e was abou 826 housand s uden s wi h di e en
han I alian o igin (MIUR, 2018). Cen al aspec o he p ocess o school inclusion o pupils
wi h ci izenship non-I alian is hei dis ibu ion among schools and, wi hin schools and classes.
In o de o a oid he concen a ion o pupils wi h non-I alian ci izenship in ce ain schools and
p e e ably ha ing hei dis ibu ion balanced, he MIUR has se some o ganiza ional c i e ia
abou hei own dis ibu ion be ween schools and in indi idual classes. Based on C.M. 2/20104
he numbe o s uden s wi h non-I alian ci izenship wi h educed knowledge o he I alian
language should no no mally exceed 30% o he en olled in each class and in each school. The
egional school o ices a e equi ed o acili a e a balanced dis ibu ion o pupils wi h non-
ci izenship I alian among schools h ough he p omo ion o ag eemen s a local le el and
ag eemen s be ween school and local au ho i ies (MIUR, 2018). MIUR has been c i izised o
being oo a i icial when i comes o he ac ions and sys ema ical solu ions. On one hand MIUR
conside s he poli ics o in e cul u al app oach a schools o be complex, such as c ea ing
guidelines, ecommenda ions how o o e come adi ional eaching models and echniques (a
limi o 30% o o eign s uden s pe class; s uden s’ imp o emen o I alian knowledge; and
s uden s’ in olmen in school li e, wi h he help o he ecen ly in oduced subjec “Ci izenship
and he Cons i u ion”) (Busso i, 2017), and eleasing calls o school p ojec s in o de o und
ela ing ac i i ies (e.g. eaching I alian as a second language wi h special a en ion o newly
a i ed s uden s; os e ing in eg a ion o and/o p o iding linguis ic/psychological suppo o
unaccompanied mino s; aining o eache s and adminis a i e s a ; awa eness- aising
ac i i ies a ound mig a ion and human igh s; linguis ic-cul u al media ion (G ig , 2017).
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2.2.3 Cul u ally di e se Spain
Spain is a mul icul u al and mul ilingual coun y wi h di e se local cul u es wi h hei
own dis inc languages, all li ing oge he in one coun y. New newcome s ha e e en
b oadened al eady ich cul u al and linguis ic di e si y and made he coun y ealized ha i is
no comple ely p epa ed (Sales & Ga cía, 1999). I has b ough he e lec ion on educa ion and
subsequen ly a ious changes in legisla ion. Nowadays legisla ion s a es ha he educa ion
au ho i ies ha e o suppo he en y o s uden s ha come om o he coun ies o , o any o he
eason, a e inco po a ed la e in he Spanish educa ion sys em (Ayun amien o de Badajoz, 2011).
Lpez Cues a summa ized his educa ional suppo in o “o ganisa ional and cu icula ac ions
o ake accoun o di e si y, cu icula adap a ions, spli ing g oups, in eg a ing ma e ials,
lexible g oupings, suppo in o dina y g oups and o e o speci ic ma e ials, p og ammes o
imp o e lea ning and pe o mance and p og ammes o he specialised ea men o pupils wi h
speci ic educa ional suppo needs” (Lpez Cues a, 2017, p. 11). Educa ional plans and
p og ammes including he pa icula measu es a e designed in acco dance wi h s uden s’
knowledge, age and p io educa ional backg ound o ensu e hey a e able o en e he mos
app op ia e cou se (MECD, 2011).
In pa icula , hese p og ammes and plans include:
• Hos ing p og ammes and plans. Aimed bo h a s uden s o o eign o igin and all la e
s uden s joining he educa ion sys em. These include measu es o p epa e he school o
he a i al o new s uden s, such as he inclusion o he alues o in e cul u al educa ion
in he school de elopmen plan, eache aining, adjus ing cen e esou ces o
p epa a ion o in o ma ion documen s in mul iple languages. They add ess, he e o e,
linguis ic, cu icula , a i udinal and school con ex aspec s.
• P og ammes and plans o eaching he language o he hos socie y. I includes
measu es o wo ypes: On one hand, language class ooms, which aim o p o ide
s uden s wi h he necessa y linguis ic compe ence o en e he mains eam class oom.
Thei s ay is lexible, mee ing hei needs, so he s uden does no a end he e he whole
day. On he o he , linguis ic and cu icula ein o cemen ac ions, which acili a e he
s udy in all a eas o subjec s o he cou se wi h ewe di icul ies.
• P og ammes o eaching he language and cul u e o he coun y o o igin. These
p og ammes a e a ge ed o s uden s om o he coun ies o con inue s udying hei
na i e language, while s udying he hos language. I is some imes done in collabo a ion
wi h he coun y o o igin and wi h public non-p o i o ganiza ions. Usually he cou ses
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2.3.2 The change o hinking in eaching
The suppo o pedagogical s a who ha e a di ec impac on s uden s is essen ial and
his ac is well ecognized also by NPOs. Suppo is mainly p o ided h ough aining
ac i i ies, counselling and me hodological suppo , school assis ance and he de elopmen o
educa ional ma e ials. Including L2 s uden s in class oom equi es he same echniques and
me hodologies which a e used gene ally o s uden -cen ed lea ning, inclusi e educa ion o
21s cen u y. T adi ional ways o eaching a e subs i u ed by p og essi e iews, eache s a e
expec ed o collabo a e wi h se e al in e nal o ex e nal s akeholde s and de elop/upda e hei
compe ences in a ious a eas h ough hei whole ca ee . Abo e ha , ela ing o L2 s uden s,
eache s should also hink di e en ly abou he language o schooling as i becomes a o eign
language o some o hei s uden s. In essence, eache s a e expec ed o c i ically obse e and
e alua e eaching and lea ning p ocesses and change/modi y hem in ime.
Many non-p o i s o e guidance and me hodological suppo o eache s in add essing
si ua ions ela ed o he educa ion o s uden s wi h a di e en mo he ongue. These
consul a ions can be done in ield (obse a ions in he class oom) wi h ollow-up analysis and
ecommenda ions o ia email, elephone, websi es which se e as a e-lea ning po al wi h cha
possibili ies, downloads o wo kshee s, handou s o dic iona ies e c. The e a e se e al
me hodologies ha a e emphasized in e ms o inclusion and as au hen ic lea ning o he 21s
cen u y (Lomba di, 2007) and hey a e, hence, alid o inclusion o L2 s uden s, such as:
coope a i e lea ning, in e ac i e g oups, p oblem-based lea ning p ojec s, mind maps, isible
hinking ou ine, hinking skills: analy ical, c i ical and c ea i e hinking; and me hodologies
ha a ou commi men .
Coope a i e lea ning is de ined as a lea ning si ua ion in which he objec i es o he
pa icipan s a e closely linked, so ha each o hem can only achie e hei objec i es i , and
only i , o he s achie e hei s (Johnson, Johnson & Holubec, 1994). Au ho s a gue ha i allows
dis ibu ing oppo uni ies, helping o simul aneously build equali y and espec o di e si y.
Mo eo e , he e is also space o conduc a dialogue among s uden s which can con ibu e o
mu ual unde s anding and espec o opinions o o he s (La Ma ca, 2015). Rela ing o s uc u e,
coope a i e lea ning is a se o p ocedu es o eaching echniques wi hin he class oom, which
s a s om he o ganiza ion o he class in o small he e ogeneous g oups, whe e s uden s wo k
oge he in a coo dina ed manne o sol e academic asks and deepen hei own lea ning (Va as
& Za iquiey, 2011). The p inciples o lea ning ha guide he implemen a ion o coope a i e
lea ning a e: Sociocul u al Theo y o Vygo sky, Piage 's gene ic heo y, Johnson and Johnson

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Posi i e In e dependence heo y, Signi ican lea ning o Ausubel, Roge s Humanis
Psychology and Theo y o Mul iple In elligences o Ga dne .
In e ac i e g oups a e de ined as a o m o class oom o ganiza ion ha p o ides be e
esul s in e ms o imp o ing lea ning and coexis ence (Ga cía & Molina, 2013). Th ough hese
g oups, cha ac e ized by an inclusi e o ganiza ion o s uden s and pa icipa ion o o he adul s
apa om a eache esponsible o a class oom, i is possible o di e si y and signi ican ly
inc ease he in e ac ions, as well as, he e ec i e wo k ime (Flecha & Sole , 2013). Wi h he
in e ac i e g oups i is possible, in he same wo k dynamic, o de elop and imp o e s uden
lea ning, bo h in he a ea o knowledge and emo ions (Vale o, Redondo-Sama. & Elboj, 2018).
Acco ding o Pa a, Cas o and Ama iles (2014), p oblem-based lea ning is a eaching-
lea ning s a egy in which he acquisi ion o knowledge and he de elopmen o app op ia e
skills and a i udes a e he co e. I is a pedagogical s a egy in which s uden s a e p esen ed wi h
a eal-li e p oblem, ini ia ing a esea ch p ocess ha will lead hem o look o possible solu ions
o he posed si ua ion (Pa a, Cas o & Ama iles, 2014). While including in e cul u al opics,
s uden s pu hemsel es in o o he s’ shoes and h ough eal expe ience become mo e empa he ic
(Choi & Yang, 2011).
Mind maps ep esen a g aphic ep esen a ion o knowledge ha allows ideas o be
o ganized isually, a ou ing he o de ing and s uc u e o hough s h ough hie a chy and
ca ego iza ion (Men o, Ma inelli & Jones, 1999). Acco ding o E ekli, Balim and İnel (2009),
“mind mapping could p o ide eache wi h a eedback abou s uden s’ men al s uc u e and
de elopmen o hei men al s uc u e, could acili a e s uden s’ ecalling he knowledge by he
assis ance o using isual elemen s and could be used as an ac i i y ha makes he s uden s
pa icipa e he lesson (p. 2274)”. Simila ly, he me hodology o isible hinking ou ine s ands
o he elemen a y pa e n o hough s ha can be used and easily in eg a ed in o he lea ning
p ocess. Fo example, Pe kins inds one ou ine pa icula ly applicable in many se ings and i
includes wo ques ions "Wha 's going on he e?" and "Wha do you see ha makes you say so?"
(Pe kins, 2003). Analy ical, c i ical and c ea i e hinking me hods o ganize deep and ca e ul
hinking in cu icula si ua ions and in daily li e, and hey can be inco po a ed in o he s uden s'
way o hinking. These skills include skills which gene a e ideas, cla i y ideas and e alua e
whe he such ideas a e easonable. Wi hin he me hodologies ha a ou commi men a e hose
ha acili a e he de elopmen o social skills and emo ional de elopmen and p epa e s uden s
o be he p o agonis s o he wo ld in which hey li e (Paloma es Ruiz, 2017).
O he o ms include semina s, wo kshop, on-line cou ses whe e eache s a e in o med
abou new me hodologies and app oaches in eaching wi h emphasis on inclusi e and
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in e cul u al educa ion (see o example p og am Aulas Re ugio om Accem Spanish non-
p o i , on-line p ojec Oddiseu by Ox am I alia, o cou se Fo eigne s in he Czech Republic by
MOST PRO non-p o i . Some o hese semina s a e e en acc edi ed by app op ia e au ho i y
hus eache s may, apa om he knowledge, also ob ain c edi s i equi ed by some legisla i e
o de s.
The las no e o be done ela es o he impo ance o language o schooling as a second
language. Teaching Czech, I alian o Spanish as a o eign language is o ally di e en om
eaching Czech, I alian o Spanish as he mo he ongue. We canno assume ha a s uden wi h
di e en mo he ongue will be able o unde s and e e y hing om he beginning; he e o e,
he eaching equi es ano he angel o iew (Bainski, Kase ic, Michel, McPake & Thompson,
2010; Council o Eu ope, 2010b). NPOs o e me hodical cou ses o eache s du ing which
eache s lea n how o wo k wi h he language o schooling i i is a second language o hei
s uden s. Mo eo e , se e al NPOs also o e cul u al o linguis ic media o who is p esen ed in
a school du ing i s school weeks and who helps bo h s uden s and eache s.
2.3.3 Se ices in educa ion o o eigne s
As being many imes men ioned, one o he bigges ad an ages o NPOs is he close and
in ense collabo a ion wi h hei a ge g oup – in his case wi h s uden s o di e en mo he
ongue. Hence, NPOs o e innume able se ices which I di ided in o i e laye s: (1) ac i i ies
which di ec ly co ela es o school and school pe o mance; (2) cou ses o a language o a
coun y ( o s uden s o any age o /and pa en s) (3) communi y in e p e a ions; (4) ee ime
ac i i ies; (5) usage o NPOs sou ces (lib a y, in e ne , e-lea ning en i onmen s e c.). The i s
laye includes ac i i ies such as: assis ance in en olmen o school; media ing communica ion
be ween he wo pa ies (e.g. school s s uden ); accompanying social wo ke s (o olun ee s)
o schools o o ices; assis ance in he p ocess o au ho isa ion o p e ious educa ion; p o ision
o in e p e ing o consul a ion a school; media ion o con ac s wi h judicial in e p e e s;
counselling in selec ing highe -seconda y schools, uni e si ies e c.; media ion o u o ing o
hose who ha e language ba ie ( u o ing in a ious subjec s, assis ance wi h p epa a ion o
examina ions); media ion o con ac wi h ela ed se ices (e.g. pedagogical-psychological
counselling, legal counselling e c.) (META, 2013, 2014). Communi y in e p e a ions is a o m
o in e p e a ion in which an impo an ole plays media ing cul u e ha leads o an easie
b eakdown o he communica ion ba ie , no only in linguis ic cons ain s bu also in cul u al
di e ences. Communi y in e p e e s a e able o ansla e no only he wo ds bu also he eali y
o he hos socie y in analogy wi h eali y o he coun y o o igin (Holkupo á, 2014).
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NPOs a e o en isible o he public when hey o ganize some in e cul u al e en s o
con e ences du ing which he gene al public may aise i s awa eness. Apa om hese
ecognized e en s, NPOs p epa e plen y o ee ime ac i i ies o o eigne s o mino cul u al-
linguis ic g oups o p omo e cul u e, adi ions and en i onmen o a coun y hey li e in. Las
bu no leas , NPOs o e a ie y o de ices, equipmen o p emises ha hey possess and can
be used by he a ge g oup. I can be he place – club, lib a y whe e s uden s/pa en s can mee
and s udy o i can be a i ual place such as e-lea ning po al and many o he s. To men ion ew
examples, he ne wo k o o ganiza ions including he Red C oss, Ca i as and o he non-p o i s
in Belgium se up cen es o suppo e ugee and asylum seeke s amilies wi h se ices o
child en suppo child en in hei ea ly yea s es ablishing i m g ounds o hei u u e school
eadiness and success (Pa k, Ka sia icas & McHugh, 2018). Due o sho ages o places and
esou ces in public schools in Tu key, non-p o i o ganiza ions oge he wi h in e na ional
agencies p o ided se ices o Sy ian child en such as lea ning and ec ea ional ac i i ies,
psychosocial and men al heal h suppo , educa ion ma e ials and associa ed eache aining
(UNESCO, 2018).
2.4 Conclusion
To mas e he language o be able o pe o m academically is a challenge o all s uden s
wha e e hei linguis ic backg ound is. Howe e , lea ne s om di e en cul u al and linguis ic
backg ounds end o ind his challenge pa icula ly di icul o o e come. They need special
suppo in he dominan language as a second language, also because o la ge-scale assessmen
s udies such as TIMSS, PISA, DESI, PIRLS/IGLU which ha e p o en beyond doub ha
s uden s om ma ginalised and hus ulne able g oups pe o m a a signi ican ly lowe le el
han s uden s om he au och honous majo i y (Thü mann, Vollme & Piepe , 2010). NPOs
can b ing some kind o elie o his issue as hey a e p o essionally eady and equipped o help
schools, eache s, s uden s o pa en s o o e come pa icula obs acles. In his chap e , I also
poin ed ou se e al ac i i ies ha whe e collec ed om websi es o NPOs wi h ocus on a opic
o s uden s wi h a di e en mo he ongue. I ca ego ised hose which se e o o eigne s in o
i e laye s ha , o cou se, o e lap. One can assume ha he o e o ac i i ies is qui e ich and
can be bene icial o i s a ge g oup. Ou esea ch will cla i y he co ec ness o his hypo hesis
la e on in he empi ical pa o his hesis. Ne e heless, i is al eady clea ha by in ol ing
NPOs o ganiza ions in language educa ion, i migh be possible o add ess se e al conce ns and
oppo uni ies o de elopmen wi hin and ou side a class oom (Bainski e al., 2010).
84
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3. TEACHER TRAINING FOR LINGUISTIC DIVERSITY & NPOs
“No educa ion sys em can be be e han i s eache s. Rec ui ing he b igh es and
bes in o eaching is a c i ical impe a i e in all na ions, wha e e hei weal h o po e y i s
alue in socie y.” VARKEY GEMS FOUNDATION, 2013, p. 9
Whils Eu opean class ooms a e becoming mo e di e se, eache s emain
p edominan ly homogenous, hey lack expe ience in di e se schooling en i onmen s and end
o keep nega i e a i udes owa ds s uden s wi h a di e se linguis ic, cul u al and/o eligious
backg ound (UNESCO, 2016). Al hough hese s a is ics do no sound posi i ely, i is impo an
o know whe e Eu opean eache s ind hemsel es and o wha ex en hey eel p epa ed. The
awa eness o s a ing poin is impo an as inclusion does no and canno happen o e nigh .
Acco ding o Incheon decla a ion, “… he e is s ong e idence ha eache s a e open o change,
and keen o lea n and de elop h oughou hei ca ee s. A he same ime, hey need he ime
and space o ake mo e ini ia i e o wo k wi h colleagues and school leade s and o ake
ad an age o oppo uni ies o p o essional de elopmen … ” (UNESCO, 2016, p. 54).
The issue o educa ing child en wi h a di e en mo he ongue is becoming inc easingly
u gen wi h he deepening o he immig a ion end ac oss Eu ope. The cu en si ua ion
ega ding he ising in lux o e ugees also equi es na ional esponses and p epa edness o
each s uden s who ha e g own in a di e en language en i onmen . L2 s uden s may be
disad an aged in e ms o en olmen in ype o school, du a ion o a ending school, indica o s
o achie emen , d op-ou a es and ypes o school diploma eached (MIPEX, 2015a).
To ansmi alues and a i udes o ole ance and openness owa ds di e si y, o p o ide
suppo o newly a i ed pupils, o add ess he speci ic needs o all lea ne s, o p omo e espec
o di e si y and ci ic esponsibili y, hese all should be asks o a eache in a class oom.
To handle i , eache s need o be p epa ed o he mul i-dimensional di e si y du ing
hei whole ca ee (Eu opean Commission/EACEA/Eu ydice, 2015), s a ing wi h ini ial
eaching educa ion (ITE), and con inuing wi h hei con inuous p o essional de elopmen
(CPD) a school. In an agenda called A Clea Agenda o Mig an Educa ion in Eu ope and in
i s addi ional ecommenda ions, he SIRIUS Ne wo k (2014) ecommended o Educa ional
Au ho i ies in Membe S a es o ain eache s in he opics o mig a ion, accul u a ion, social
psychology phenomena, language (including second language lea ning, o ma i e assessmen ,
language diagnos ics and in e cul u al educa ion), di e si y and e hnic iden i y issues ela ing
o he di e se and challenging en i onmen s in which eache s each. Acco ding o his epo ,

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any p e-se ice o in-se ice aining p og ams o school leade s and eache s should include
in e cul u al skills, expe ise in he second language lea ning, as well as knowledge abou
speci ic needs o mig an lea ne s. This should mo i a e eache s o alue he e ogenei y in a
class oom and encou age o he lea ne s o do he same. Ano he impo an ac o is o suppo
and de elop he communica ion wi h lea ne s’ amilies and ecognize he alue o lea ne s’
di e se cul u al backg ounds. All o hese can con ibu e o be e assimila ion wi h he
language o ins uc ion and i s mas e ing (SIRIUS Ne wo k, 2014).
The numbe o s uden s in Eu ope whose mo he ongue is di e en om he language
o ins uc ion, is g owing; and hey do no o m a homogeneous g oup because he le el o
knowledge o he language a ies indi idually, as well as he le el o hei p e ious ob ained
educa ion (Eu opean Commission, 2016, 2017b). In e ms o access o educa ion, his ac
should no be neglec ed and he suppo o hei educa ion should be conside ed indi idually.
In gene al, s udies show ha coun ies wi h a highe immig a ion expe ience and mo e child en
wi h a di e en mo he ongue ha e a well-de eloped educa ion sys em. The MIPEX
assessmen (2015a) shows ha EU coun ies ha e he mos sophis ica ed educa ional sys em in
ela ion o he educa ion o child en coming om a di e en cul u al and linguis ic en i onmen
o he Scandina ian coun y and he coun ies o Wes e n Eu ope. Sweden is by a he mos
accessible educa ion sys em, cha ac e ized by an indi idual app oach o he speci ic needs o
child en. High sco es a e gained especially in he a ea o he abili y o quickly each he
language o ins uc ion (MIPEX, 2015a). On he o he hand, he e a e coun ies such as he
Czech Republic which is he second wo s - a ed ca ego y in he a ea o in eg a ion o highly
unde - he-a e age assessmen , which means ha schools, in he ime o a su ey, did no ha e
su icien condi ions o he educa ion o hese child en (MIPEX, 2015b). In many cases, good
p ac ices o model coun ies such as Sweden, Finland a e ans e able and can se e as he base
o u he adap a ions o o he coun ies.
This chap e ocuses exclusi ely on he aining o eache s du ing hei whole ca ee in
h ee examined coun ies – he Czech Republic, I aly and Spain wi h an emphasis on he
educa ion o s uden s wi h a di e en mo he ongue and he cu en ole o NPOs in his
p ocess.
3.1 The elemen o an inclusi e eache : yes e day, oday and omo ow
Who is a eache ? Wha does i mean o be a eache and wha does i in ol e? … A
dic iona y says ha he o igin o he wo d ‘ each’ lies in he Old English æcan meaning “show,
p esen , poin ou ”, which is o Ge manic o igin and ela es o oken, om an Indo-Eu opean
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oo sha ed by G eek deiknunai “show” (Ox o d Lea ne ’s Dic iona ies, n.d).. I he de ini ion
o a eache had ela ed o any pe son who pe o ms he ac i i y o eaching, we could ha e
gene alized ha we all a e eache s while playing se e al social oles wi hin amily, iendship,
job e c. In his sense, i is, o cou se, ue – we all a e eache s and lea ne s a some poin .
Ne e heless, in e ms o a eache as a p o ession, he desc ip ion should be mo e p ecise. E en
ou pas dis inguished be ween wo ypes o eache s - “pedagogue” (paidaggus) and “subjec
eache s” (didáskalos o diadac s) ope a ing simul aneously o sepa a ely depending on he
cen u y, amily, socie y, cul u e e c. in o which a child was bo n. The ask o “subjec eache s”
was o each he con en and ansmi he knowledge howe e he e was no close ela ionship
wi h s uden s (Cas le, 1961), whe eas “pedagogues” we e supposed o educa e. The i s
pedagogues a e conside ed o be sla es o ich households and he ‘spoils o wa ’ who usually
came om di e en coun ies. They played a majo pa in child en li es ( om he age o se en
ill adolescence) helping hem o ecognize he good and he bad and lea n how o beha e in
di e en si ua ions (Smi h, 2018). Immanuel Kan , in his book On Pedagogy (Übe Pädagogik),
a gues ha while he i s g oup (o eache s) educa ed o a school only, he o he one (o
pedagogues) o li e (Kan , 1900). Ou his o y e eals ha he educa ion o child en was no
always a eali y and i p ac iced a all, i has no been always in hands o ins i u ions and o mal
eache s. Mo eo e , child en we e mo e conside ed as adul s and li ed li es o adul people
wi h all he du ies and c uel y and injus ice ha he imes b ough no jus o hem bu also o
adul s (Winze , 1993). The e o e, i is no a su p ise ha i child en ecei ed any o m o
educa ion, i was p o ided by unp o essional s a such as he elde ly, p ies s, monks,
philosophe s, olde s uden s, e i ed soldie s and o he s; as a pa - ime, no e y se iously
pe cei ed job (G ecmano á, Holoušo á & U bano ská, 1999). As ea ly as in he 17 h cen u y,
Jan Amos Komenský (1948) highligh ed he impo ance o eache s in educa ion. He claimed
ha child en ollow he example o hei models. Teache s should ep esen such models. He
also claimed ha i is undamen al o educa e e e yone, and his is possible only in uni e sal
schools, h ough books and unde he guidance o well-educa ed eache s and h oughou he
whole li e. This iew, howe e , came o i s eali y in he 19 h cen u y when o he acclaimed
pe sonali ies om g oups o philosophe s, poli icians and educa o s began o p omo e he
ele ance o eache ’s ole. To gi e some example, an educa o , Adol Dies e weg claimed ha
eache s should educa e no only s uden s bu also hemsel es and p epa e s uden s o eal li e
wi h awakening hei desi e o know and ecognize he u h. I was in his pe iod, when eaching
was ac ually ecognized as a demanding p o ession and he e o e i was no allowed o ha e
any o he job aside (G ecmano á e al., 1999).
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Who is he eache o oday? Does ou socie y ecognize a key ole he/she plays? A e
hey a he “ eache s” o “pedagogues”? The e is no uni o m de ini ion ha would s a e who
he oday’ eache is and pe haps, i is impossible o de ine i due o ongoing changes in ou
socie y. Howe e , he e has been much said abou how quali ied eache s should be in e ms o
hei knowledge and compe ences o ul il he expec a ions o he socie y; and how hey should
pe o m in o de o help o de elop key compe ences o hose who hey educa e. This
compe ence-o ien ed educa ion o en equi es “… c oss-cu icula app oaches, a g ea e
emphasis on in e ac i e lea ning and eaching s yles, combining o mal wi h non- o mal and
in o mal lea ning, mo e collabo a ion wi h non-educa ion s akeholde s and local communi y, a
new ole o he eache , aine and educa o in guiding lea ning p ocesses as well as new
app oaches o assessmen (Eu opean Council, 2018c, p.5).” Inc easingly complex demands,
such as a mo e di e si ied s uden popula ion (e.g. s uden s wi h special needs, immig an
s uden s); ex e nal demands om employe s, pa en s, media, a ious s akeholde s; p e iously
men ioned c oss-cu icula educa ion and cons an ly imp o ing echnology, makes eache
p o ession mo e and mo e demanding (OECD, 2005, 2010a). In he book Educa ional Resea ch
and Inno a ion Pedagogical Knowledge and he Changing Na u e o he Teaching p o ession,
Gue ie o and Ré ai name new equi emen s and challenges pu on oday’s eache :
• mee ing he indi idual needs o inc easingly he e ogeneous g oups o s uden s;
• s imula ing and managing s uden lea ning p ocesses;
• p omo ing human igh s and ci ic educa ion;
• de eloping ans e sal compe encies, o 21s cen u y skills;
• helping s uden s o become li elong lea ne s;
• collabo a ing wi h colleagues and o he p o essionals;
• being in ol ed in adminis a i e and school managemen asks;
• de eloping and main aining an app oach owa ds educa ion based on e lec ion, inqui y
e c. (Gue ie o & Ré ai, 2017, p. 253).
Čáp and Ma eš (2001) dis inguish wo basic ac i i ies o a eache . The i s ask is o
educa e hemsel es h ough he ans e o knowledge, skills and p ac ices o hinking and
secondly o educa e o he s o de elop he pupil's in e es s, abili ies and cha ac e . This di ision
esul s in a numbe o equi emen s o p o essional and psychological eache s such as he
acquisi ion o p o essional, pedagogical and psychological knowledge. Mo eo e , i equi es
he adap a ion o changes ha accompanies eaching p o ession along he whole way. Cla ke
89
and Hollingswo h (2002) iden i ied six pe spec i es on changes which eache s a e cons an ly
exposed o:
• change as aining - change is some hing ha is done o eache s; ha is, eache s a e
‘‘changed’’,
• change as adap a ion - eache s ‘‘change’’ in esponse o some hing; hey adap hei
p ac ices o changed condi ions,
• change as pe sonal de elopmen - eache s ‘‘seek o change’’ in an a emp o imp o e
hei pe o mance o de elop addi ional skills o s a egies,
• change as local e o m - eache s ‘‘change some hing’’ o easons o pe sonal g ow h,
• change as sys emic es uc u ing - eache s enac he ‘‘change policies’’ o he sys em,
• change as g ow h o lea ning - eache s ‘‘change ine i ably h ough p o essional
ac i i y’’; eache s a e hemsel es lea ne s who wo k in a lea ning communi y (Cla ke
& Hollingswo h, 2002, p. 948).
To sum i up, i he eache o 21s cen u y is supposed o succeed as an educa o o
oday’s and u u e gene a ions, he/she needs o ge an adequa e suppo in a wide ange o
o mal and non- o mal educa ion wi hin a li elong lea ning pe spec i e ha could seek o
unde s and necessa y compe ences, se ou good p ac ices and add ess his/he needs.
Co Meije , he di ec o o Eu opean Agency o Special Needs and Inclusi e Educa ion,
said du ing his con ibu ion o he Wo ld Repo on Disabili y, published in 2011 by he Wo ld
Heal h O ganisa ion (WHO) and he Wo ld Bank he ollowing:
We can discuss inclusion on many le els: concep ual le el, policy le el, no ma i e o
esea ch le el, bu in he end i is he eache who has o cope wi h a a ie y o s uden s in he
class oom! I is he eache who implemen s he p inciples o inclusi e educa ion. I he eache
is no able o educa e a a ie y o s uden s in he mains eam class oom, all he good in en ions
o inclusi e educa ion a e wo hless. So he challenge o he u u e is o de elop cu icula and
educa e eache s in how o cope wi h di e si y (EADSNE, 2011, p. 5).
I ollows ha a eache is an elemen who can ac ually p omo e inclusi e alues in
class ooms, o ha eason i is essen ial o pay a en ion o hem in e ms o suppo and
educa ion.
The concep o an inclusi e eache a ises om he de ini ion o inclusi e educa ion,
which is closely desc ibed wi hin p e ious chap e s. An inclusi e eache pe o ms in inclusi e
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3.2.2 Quali ica ions amewo ks
Quali ica ions amewo ks a e ypically ound a he na ional, egional, and in e na ional
le el. Coun ies pa icipa ing in he Bologna P ocess a e commi ed o p oduce a na ional
quali ica ions amewo k (Bologna Decla a ion, 1999). As he Czech Republic, I aly and Spain
a e membe s o Eu opean Highe Educa ion A ea and all o hem signed Bologna Acco d in
1999, hey a e obliged wi h his pledge. In acco dance wi h The Council Recommenda ion o
22 May 2017 on he Eu opean Quali ica ions F amewo k o li elong lea ning epealing he
Recommenda ion o he Eu opean Pa liamen and o he Council o 23 Ap il 2008 on he
es ablishmen o he Eu opean Quali ica ions F amewo k o li elong lea ning p o ides a
common e e ence amewo k o help indi iduals and o ganisa ions compa e di e en
quali ica ion sys ems and he le els o quali ica ions om hese sys ems in o de o imp o e
anspa ency, he possibili y o compa ison and he ans e abili y o he quali ica ions o
ci izens.. I co e s gene al and adul educa ion, oca ional educa ion and aining and highe
educa ion, he e o e, he en i e ange o quali ica ions, om hose ob ained a he end o
compulso y educa ion o hose esul ing om he highes academic and p o essional le els o
om p o essional aining (Eu opean Union, 2008b, 2017).
The Spanish Quali ica ions F amewo k (El Ma co Español de Cuali icaciones – MECU)
is an ins umen o p omo e and imp o e e e yone's access o li elong lea ning and pa icipa ion
in i , as well as he ecogni ion and use o quali ica ions a na ional and Eu opean le el. I
includes bo h quali ica ions ob ained in he educa ional sys em and also ou side he educa ional
sys em ( h ough on- he-job aining, wo k ac i i y, coope a ion wi h NGOs, e c.) (MECD, n.d.).
In I aly, wi h he dec ee MLPS-MIUR 8 Janua y 2018, published in he O icial Gaze e n. 20
o 25 Janua y 2018, he Na ional Quali ica ions F amewo k (Quad o nazionale delle
quali icazioni - QNG) is es ablished as a ool o desc ibing and classi ying he quali ica ions
issued wi hin he na ional compe ence ce i ica ion sys em. In addi ion, I alian Na ional
Quali ica ions F amewo k ecognizes skills acqui ed in o mal, non- o mal and in o mal
educa ion, including hose gained in wo k-based lea ning con ex s. (Minis o del la o o e delle
poli iche sociali, 2018) And inally, in he Czech Republic, Na ional Quali ica ions F amwo k
(Ná odní sous a a k ali ikací – NSK) is es ablished in acco dance wi h Ac No. 179/2006 Coll.,
On e i ica ion and ecogni ion o he esul s o u he educa ion. I de ines he p o essional
quali ica ions equi emen s o he indi idual quali ica ions, ega dless o how hey a e acqui ed.
I desc ibes wha is needed o be able o p ac ice he p o ession o pa o i . (MŠMT, n.d.b).
Howe e , i we wan o ind quali ica ions ela ing o he eache ’s p o ession, we will
ha e o sea ch in di e en wa e s, wi h he excep ion o he Czech Republic o p e-p ima y

97
eache s, eache ’s p o ession is a ma e o e ia y educa ion (Eu opean
Commission/EACEA/Eu ydice, 2013). The Na ional Quali ica ion F amewo k o Te ia y
Educa ion in he Czech Republic (Q-RAM) is a comp ehensi e desc ip ion o he knowledge,
skills and gene al compe encies ha a s uden o a Czech high o highe oca ional school mus
p o e o be awa ded he app op ia e diploma in he ield o s udy (MŠMT, n.d.c). In case o
Spain, he e is so-called el Ma co Español de Cuali icaciones pa a la Educación Supe io
(MECES), which is he sec o ial quali ica ions amewo k o e ia y educa ion es ablished
unde he Royal Dec ee 1027/2011, o July 15 (Real Dec e o 1027/2011, 2011). In I aly, s a ing
om 2005, he I alian Minis y (MIUR) has s a ed he p ocess o ealiza ion o he I alian
F amewo k Fo Deg ees (Quad o dei i oli i aliani – QTI), ha is di ided in o he h ee main
cycles o highe educa ion as de ined by he Bologna P ocess, and p esen s all he i les issued
o each cycle, wi h e e ence o he numbe o ECTS c edi s and lea ning ou comes (Dublin
Desc ip o s) (MIUR, n.d.b).
Consequen ly, he ques ion is pu o wa d wha quali ica ions a e necessa y o ul il o
become a quali ied eache . The answe di e s h oughou he wo ld also in his case The Ac
on Educa ional S a and on he Amendmen s o se e al Ac s No. 563/2004 o he Czech
Republic de ines a eache as a pedagogical employee who pe o ms eaching, educa ional and
special educa ional ac i i y o pedagogical-psychological ac i i y h ough di ec ac ion on an
educa ed pe son. Fo conc e e le els o educa ion, speci ic quali ica ion equi emen s ollow.
As being men ioned, uppe seconda y o non- e ia y pos -seconda y le el (ISCED 3 and 4) is
su icien o p e-p ima y eache s when alking abou minimal equi emen s. On he con a y,
p ima y and lowe and uppe seconda y eache s ha e o g adua e om i e-yea mas e s udy
p og ammes, o he wise hey a e no conside ed quali ied eache s (MŠMT, 2016b). In I aly,
p e-p ima y and p ima y eache s a e equi ed o ob ain mas e ’s deg ee which akes i e yea s
o s a hei ca ee , whe eas o lowe and uppe seconda y eache s i is six yea s o mas e
s udies (Eu opean Commission/EACEA/Eu ydice, 2013). In Spanish legisla ion, he O ganic
Law o Educa ion (LOE) om 2006 desc ibes oles o a eache and se s quali ica ion
equi emen s o en e his occupa ion. Bo h p e-p ima y and p ima y eache s ha e o spend
ou yea s a bachelo le el and mus comple e a la ge pa o hei s udies wi hin p o essional
aining in ield. This p opo ion o p o essional aining apidly dec eases wi h educa ion o
lowe and uppe seconda y eache s, o which i e-yea mas e s udy p og ammes a e “a mus ”
(Ley O gánica 2/2006, 2006). None o he h ee men ioned coun ies allows al e na i e
pa hways o gain quali ica ion o eache ’s p o ession.
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To sum i up, eache s o oday can be also de ined acco ding o he le el o educa ion
hey ha e o achie e and compe ences hey ha e o acqui e. E en hough some gene al ules,
a leas a he Eu opean le el, ha e been se , each coun y has i s own se ing in o m o
quali ica ions and compe ence amewo ks. The compe ence amewo ks should con ain
desc ip ion o skills and comp ences ha exp ess wha eache s should know and be able o.
The o m, alue and ecogni ion o amewo ks di e widely, om being e y b oad bu
consis ing o ai ly gene al s a emen s ( he case o I aly), o mo e de ailed ( he case o Spain).
In some coun ies, howe e , he e is no exis ence o such amewo ks ( he case o he Czech
Republic). These compe ence amewo ks usually include a eas such as subjec and
pedagogical knowledge, assessmen skills, eamwo k abili ies, he social and in e pe sonal
skills necessa y o eaching, awa eness o di e si y issues, esea ch skills as well as
o ganisa ional and leade ship skills (Eu opean Commission/EACEA/Eu ydice, 2013). As
compe ence needs a e no s a ic ( hey change h oughou li e and ac oss gene a ions), i is
impo an o make su e ha eache s ha e he oppo uni y o acqui e he equi ed compe ences
in ini ial educa ion (ITE) and aining, highe educa ion, con inuous p o essional aining
(CPD), adul educa ion o di e en o ms o non- o mal and in o mal lea ning. Coun ies
should conside he compe ences needed a all s ages o eache educa ion o ensu e consis ency
in ITE and CPD a na ional le el – and in pa icula o ensu e ha di e si y is a he co e o
e e y p og amme.
3.3 In e cul u al compe ences and knowledge o second language acquisi ion
This subchap e makes a s op a he mos impo an compe ences when i comes o
s uden s wi h a di e en mo he ongue – in e cul u al compe ences. Due o he he e ogeneous
composi ion o con empo a y socie y, in e cul u al compe encies can be conside ed as one o
he necessa y componen s o he p o essional compe ences o no only eache s. E en in
e e yday’s li e, i is necessa y, in con ac wi h membe s o o he cul u es, o pe cei e he
speci ic ai s o ano he cul u e and o be able o adequa ely espond hem.
He eabo e, we men ioned ha he e is a se o compe ences ha e e y ci izen should
possess, and Eu opean Commission pu hem in o eigh ca ego ies. The compe ence numbe 8
“Cul u al awa eness and exp ession compe ence” is desc ibed as a compe ence in cul u al
awa eness and exp ession ha in ol es unde s anding and espec o how ideas and meaning
a e c ea i ely exp essed and communica ed in di e en cul u es and h ough a ange o a s and
o he cul u al o ms (Eu opean Commission, 2018c). To be mo e conc e e, i in ol es being
engaged in unde s anding, de eloping and exp essing one's own ideas and sense o place o
99
ole in socie y in a a ie y o ways and con ex s.; i equi es knowledge o local, na ional,
Eu opean and global cul u es and exp essions, including hei languages, he i age and
adi ions, and cul u al p oduc s, and an unde s anding o how hese exp essions can in luence
each o he as well as he ideas o he indi idual; which a he same ime calls o an
unde s anding o one's own de eloping iden i y wi hin a wo ld o cul u al di e si y and how
a s and o he cul u al o ms can be a way o bo h iew and shape he wo ld (Eu opean Council,
2018b).
When we ocus on in e cul u al comp ences hemsel es, he Eu opean concep ion o
in e cul u al compe ences (Hube , 2012) se s hem apa in i e in e dependen dimensions. The
i s ac o cha ac e izing a i ude o app oach o in e cul u al educa ion ela es o he abili y o
ela i ize one's own alues and alues o o he s. To name ew ea u es wi hin his abili y:
cu iosi y, openness, willingness o e lec on dis us o o he cul u es, e c. The second
knowledge dimension is he awa eness o one's own eelings and beha io in social si ua ions,
wi h simul aneous knowledge o he basic ules o in e pe sonal in e ac ion. In pa icula , we
speak abou he knowledge o social g oups, cus oms and social ules no only o hei own
cul u e, bu also o he di e en ones. The hi d expe ience o in e cul u al compe ences is he
abili y o an indi idual o in e p e ac s and e en s ela ing o di e en cul u es and o place
hem in a global con ex (skills o in e p e ing and ela ed). Ano he dimension based on an
indi idual's expe ience is he abili y o disco e y and in e ac ion. This allows indi iduals o
acqui e new knowledge o cul u e and cul u al habi s, u ilizing he knowledge, a i udes and
skills o mul icul u al in e ac ion. The las dimension concluding a complex o in e cul u al
compe ences is c i ical cul u al awa eness, which a ec s he possibili ies o using pe spec i es,
p ac ices and p oduc s o o he cul u es in hei own cul u e (Hube , 2012; Risage , 2007).
The Council o Eu ope has de ined a se o compe ences ha ITE g adua es should
acqui e o e ec i ely engage wi h di e si y in class ooms (see Figu e 8). They emphasize
lea ning ou comes ela ed o h ee key compe ence a eas (1) Knowledge and Unde s anding;
(2) Communica ion and Rela ionship; and (3) Managemen and Teaching (PPMI, 2017b).
Figu e 8 In e cul u al compe ences F amewo k o eache s
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No e. Sou ce: PPMI (2017b, p. 25)
Reynolds and Reynolds (1997) de ine in e cul u al compe ences by means o se en sub-
ocuses, including: 1. Knowledge and app ecia ion o he impo ance and needs o cul u ally
disad an aged g oups and indi iduals. 2. Awa eness o own p ejudices and cul u al sup emacy.
3. Knowledge o in e cul u al ela ions, such as he issue o acul u a ion o he de elopmen o
cul u al iden i y. 4. Abili y o use knowledge and own mul icul u al consciousness o de elop
cul u al sensi i i y. 5. P ope ly iden i y he le el o own mul icul u al skills. 6. Awa eness o
he in e pe sonal p ocesses ha ake place wi hin a mul icul u al socie y. 7. Awa eness o how
own e hnocen ism can in luence he lea ning p ocess. The sp ead and ans e o humanis ic
e hical beha io and he c ea ion o wo ld iews p esuppose a ull awa eness o ou own cul u al
iden i y, spi i ual alues, p ejudices and s e eo ypes. The eache should know bo h his limi s
in mul icul u al expe ise and his own emo ional esponse o cul u ally di e en pupils.
Acco ding o G a (2004), an in e cul u ally compe en eache is he one who: a) is able o
c i ically pe cei e and e alua e cul u al exchange and in e cul u al communica ion and knows
how o media e i o pupils; (b) p omo es in e cul u al unde s anding amongs pupils; c) is
101
capable o de eloping pupils' unde s anding and in e p e a ion o he mani es a ions and
meanings o o he cul u es in cul u al a e ac s and he communica ion o o he people; d) is
able o media e con ac s o di e en cul u es in he class oom.
The exis ence o mul icul u al socie y, he in oduc ion o mul icul u al educa ion in
schools and he need o equal access o all pupils leads o he ex ension o (no only)
p o essional compe encies. The ask o he eache is o p epa e pupils o li e in a cul u ally
plu al socie y h ough he ans e o knowledge, skills and alues. Due o he na u e and
complexi y o in e cul u al educa ion, he deg ee and quali y o acqui ing hese knowledge and
skills can be e i ied only wi h he educa ional eali y i sel (G a , 2004). The cha ac e is ic
posi ion, especially in he educa ional p ocess, has he eache 's communica i e compe ence. In
a mul icul u al en i onmen , eache s, as ep esen a i es o he p edominan cul u e, a e
exposed o in e ac ion wi h mino i y g oups, in which in e cul u al communica ion plays i s
ole. Acco ding o Samuel (2019), wi hin in e cul u al communica ion, a ious ba ie s and
con lic s can a ise, as he e a e di e ences in language exp ession, and non- e bal
communica ion wi h i s own na ional o e hnic speci ici ies. Di e ences a e ound in he deg ee
o physical con ac , in he way o add essing, in mimic exp ession o emo ions, e c. (Samuel,
2019). In he educa ional eali y, h ee g oups in e ms o pa icipan s in communica ion can be
dis inguished: communica ion be ween eache s and pupils, among pupils and eache s and
pa en s (P ůcha, 2010).
In e cul u al compe ences a e, despi e o hei complexi y, measu able. As s a ed in he
p e ious chap e s, he o e all le el o compe ence acquisi ion will be immedia ely e lec ed in
he eal ci cums ances o he pa icula si ua ion. The knowledge o he in e cul u al
compe ences o eache s and educa o s can be also e i ied h ough a ious es s s a ing wi h
ini ial aining a uni e si y. The a i udes, iews and app oaches o eache s o in e cul u al
educa ion in luenced by indi idual expe iences can be moni o ed h ough psychological
ques ionnai es and es s (e.g. in e cul u al sensi i i y es ) (Van Oudenho en & Van De Zee,
2002).
As well as eache compe ence amewo ks a y ac oss Eu ope, di e si y- ela ed
compe ences s a ed in educa ional policies di e om coun y o coun y oo. Acco ding o he
epo om 2013 ((Eu opean Commission/EACEA/Eu ydice, 2013), in some cases, he
compe ency amewo k is ei he o ally missing o occupying only a ma ginal pa and is no
elabo a ed in de ail. In o he cases, i is duly ancho ed, and eache s a e educa ed in he gi en
compe encies. This s imula es an unde s anding o democ acy, gende equali y, human igh s
and aims o adap hei eaching o pupils’ special needs, abili ies and alen s, and de elop he

102
abili y o c i ical e lec ion. The di e si y- ela ed compe ence amewo k ancho ed in
legisla ion ep esen s an e ec i e ool o p omo e di e si y opic among p o essionals and
suppo hei educa ion in his ein. (Eu opean Commission/EACEA/Eu ydice, 2013) I and
how eache s’ aining is p omo ed in ou examined coun ies is he subjec o he ollowing
chap e s and subchap e s which a ocus on eache s’ p epa edness du ing hei o mal and non-
o mal educa ion.
3.4 Teache s’ ca ee
The changing ole o eache s is inc easingly acknowledged, emphasising he need o
signi ican changes in he way eache s a e p epa ed o hei p o essional oles and
esponsibili ies. S uden eache s, as well as p o essional eache s, may expe ience de iciencies
in di e en si ua ions. They may eel insecu e, o example, in a eas o communica ion, social
and emo ional sensi i i y o asse i eness, ha ing nega i e impac pa icula ly in e ms o
in ole ance, dominance, labili y, con o mance, o e o o ien a ion (Dedeoglu & Lamme, 2011;
Vališo á & Kasíko á, 2008; Yang & Mon gome y, 2011). Teache should possess he whole
package o human capi al (a sum o compe encies such as knowledge, skills, a i udes, belie s
and in ellec ) in o de o be compe en o use knowledge and skills o ul il a p ede ined goal
(Ma ope, G i in & Gallaghe , 2018; Hinojosa Pa eja & López López, 2018).
Th ee ecen Council Conclusions (Eu opean Union, 2007, 2008a and 2009a) ha e
iden i ied p io i ies o imp o ing eache educa ion as de ined by he Minis e s o Educa ion
in membe s a es 1. P omo e p o essional alues and a i udes; 2. Imp o e eache compe ences;
3. E ec i e ec ui men and selec ion o p omo e educa ional quali y; 4. Imp o e he quali y o
Ini ial Teache Educa ion; 5. In oduce Induc ion p og ammes o all new eache s; 6. P o ide
men o ing suppo o all eache s; 7. Imp o e quali y and quan i y o Con inuing P o essional
De elopmen ; 8. School Leade ship; 9. Ensu e he quali y o Teache Educa o s; and 10.
Imp o e Teache Educa ion Sys ems. The P oposal o a Council Recommenda ion on Key
Compe ences o Li elong Lea ning (Eu opean Commission, 2018c) sees as a one o he h ee
key challenges o suppo eache s in: (1) embedding compe ence-o ien ed app oaches o
educa ion, aining and lea ning in ini ial educa ion and con inuing p o essional de elopmen ;
(2) s a exchanges and pee lea ning allowing o lexibili y and au onomy in o ganising
lea ning, h ough ne wo ks, collabo a ion and communi ies o p ac ice; (3) aking pa in
esea ch and make app op ia e use o new echnologies; (4) guidance, access o cen es o
expe ise, app op ia e ools and ma e ials can enhance eaching and lea ning me hods and
p ac ice. This is connec ed wi h he Eu opean Agency o Special Needs and Inclusi e
103
Educa ion ecommenda ions in legisla i e changes ha ha e an impac on eache s’ educa ion
in inclusi e en i onmen , i in ol es:
• o all eache s o ecognize ha di e si y is he “no m” in schools and ha all lea ne s
– many o whom may equi e suppo o di e en easons, a di e en imes – a e hei
esponsibili y;
• o de elop lexible cu iculum and assessmen amewo ks a na ional/local le els and
empowe eache s o make use o he lexibili y in p o iding quali y lea ning
oppo uni ies o all;
• o de elop sel -e alua ion as he basis o a sel -imp o ing sys em ha ocuses on
imp o ing lea ning ou comes o all lea ne s – including leade s and eache s. This
app oach should suppo a cul u e o us and p o essionalism, eplacing con ol and
puni i e accoun abili y measu es;
• o aise awa eness o he UNCRC and UNCRPD o ensu e a en ion o he igh s o all
lea ne s and he need o suppo , in pa icula o ulne able lea ne s o become mo e
au onomous and ha e oppo uni ies o exp ess hei iews;
• o a ocus on inc easing he capaci y/capabili y o schools and eache s by p o iding
on-going suppo ha may in ol e using exis ing esou ces in di e en ways;
• o inc ease co-ope a ion/collabo a ion wi h pa en s and o he agencies (EASNIE,
2015b, p. 20).
Teache s’ ca ee should be a li elong lea ning p ocess ha launches wi h hei ini ial
educa ion (usually a uni e si y) - also so-called p e-se ice pe iod, con inuing h ough u he
de elopmen alongside wi h hei p o essional pe o mance a schools, including adap a ion
phase o newly-a i ed eache s, which is e e ed he e as induc ion phase. Th oughou hese
all phases, NPOs can assis o di ec ly educa e eache s in a ious ields including in e cul u al
educa ion and eaching while language o schooling is a second language o a s uden .
3.4.1 Ini ial eache educa ion (ITE)
Ini ial eache educa ion is he i s and c ucial s age o eache s’ li e-long lea ning
p ocess. I ep esen s he en y poin o eache educa ion and combines cou ses in subjec
ma e , pedagogy and psychology, me hodological and didac ical p epa a ion, and p ac ice in
schools (Eu opean Commission/EACEA/Eu ydice, 2015). I ensu es quali y and has a ole o
ain a new gene a ion o eache s who a e eady o shi owa ds new ways o o ganizing
104
eaching and lea ning in di e se school en i onmen (Eu opean Commission/EACEA/
Eu ydice, 2013).
The necessi y o mul icul u al educa ion and in e cul u al educa ion in he educa ion
sys em oday almos no one dispu es. Hand in hand wi h in e cul u al educa ion, new
educa ional objec i es, me hods and app oaches (e.g. ans o ma i e lea ning [Mezi ow, 2003])
a e equi ed (see mo e in sub-chap e 2.3.2); mo eo e , oday’s s uden eache s need o be
p epa ed o collabo a i e wo k (T us , K u ka, & Ca pen e , 2016) and ca ee -long
p o essional de elopmen .
P epa ing s uden eache s o di e si y implies o suppo hei knowledge and be e
unde s anding o he wo ld and i s cul u es. The need o de elop communica ion compe ences
o di e si y eme ges om he capaci y o eache s o be empa hic and e lexi e abou hei
own belie s, cul u al and socioeconomic di e ences (PPMI, 2017a, p.20).
E en hough an inc easing numbe o coun ies acknowledge complex p o essional
equi emen s by equi ing a eaching quali ica ion a mas e ’s le el, se e al di e en
app oaches owa ds ITE in he a ea o di e si y can be ound h oughou Eu opean coun ies.
Acco ding o epo by A nesen e al. (2010), mos o en, i has a o m o a single module o an
elec i e cou se ha is isola ed om he es o he cu icula; e en hough, se e al ITE p o ide s
ac oss Eu ope o e deg ee p og ams wi h a speci ic emphasis on di e si y o specialized
ans e sal modules, o specializa ions ha ha e embedded mul ilingual o in e cul u al
elemen s o eache educa ion. Some ITE p o ide s o e comp ehensi e app oaches o
di e si y h ough well-s uc u ed cou ses. Ne e heless, in gene al, ITE p og ammes need o
change so ha eache s a e be e p epa ed o di e se, mul icul u al and mul ilingual
class ooms o enhance lea ning (A nesen e al., 2010; Ga cía & López, 2005), bu no on he
basis o „add-on“ cou ses ha deal wi h he di e si y as a de ici o bu den bu as a c oss
cu iculum opic ha o e s an oppo uni y o en ich lea ning o all (Fo lin & Sin, 2017).
The new condi ions ha e led o inc eased demands on he p o essionalism and
compe ence o a eache . Jus as in all educa ion also in unde g adua e eache aining, lea ning
by acqui ing compe encies is “a mus ”. The ac ha no ca ego iza ion is able o a ec he
complexi y o he eache 's ac i i ies, i is necessa y o de ine con en amewo k o ini ial
eache aining h ough eache ’s compe ences (P ůcha 2009, UNESCO, 2009). The ou line o
hese compe ences is closely desc ibed in he p e ious sub-chap e (see 3.3). The e idence
e eals ha in e cul u al compe ences can be lea ned in p e-se ice phase o educa ion (Acquah
105
& Commins, 2017; Hinojosa Pa eja & López López, 2018). Mo eo e , se e al s udies
demons a e ha ITE sys ems ha a e based on e y well de ined compe ences, a e mo e likely
o e ec i ely p epa e s uden eache s o di e si y (Se e iens, Wol & an He pen, 2014).
Mis ík (1999) s a es ha o become a conscious in e cul u al eache is a complica ed
p ocess. The i s s ep owa ds acqui ing his compe ence is he indi idual e o o seek
openness and ole ance in onesel – sys em o inne alues (Mi a e & Ga cía, 2013). Pe sonal
g ow h, a de eloping pe sonali y in in e cul u al educa ion, equi es no only mo e knowledge
o o he cul u es and socio-cul u al peculia i ies bu also p ac ical e i ica ion o in e cul u al
sensi i i y h ough s udy, obse a ion, a el and in e ac ion wi h people o di e en
na ionali ies and alues (Del Rosal, Roman, & Basa aba, 2018; Hepple e al. 2017). A he same
ime, eache needs o be able o analyse he o e all si ua ion in socie y and unde s and he
p inciples o a cul u ally di e si ied socie y. Only a e he ul ilmen o hese wo equi emen s
is i possible o achie e p o essional de elopmen and become cul u ally esponsi e example
o s uden s (Ál a ez Valdi ia & González Mon o o, 2018; Mis ík, 1999, P ůcha, Wal e o á
& Ma eš, 2009). The le el o acquisi ion o in e cul u al compe encies o g adua es om
eaching s udy p og ammes is in luenced by many ac o s. A p esen , he e is g owing conce n
abou he uni ica ion o equi emen s o g adua e eache s (Dănescu, 2014).
The equi emen o he complexi y and in eg i y o he unde g adua e aining is also
unde lined by Mo ayo á (2006) which de ines as ou -phase p ocess. She a gues ha in he
i s phase, he eache ( u u e eache ) is guided o look a himsel /he sel as an objec om he
ou side. This is ollowed by a look a own socie y and social eali y and he app ecia ion o i s
p os and cons, which also ela es o he awa eness o own logic o hough , li es yle, cus oms,
adi ions, e c. Re lec ed iew o eali y allows egis e ing also di e en o ms o social and
indi idual adap a ion o li ing condi ions, wi hou di iding hem in o be e o wo se.
Awa eness o e e yday sel -wo h and hei c i ical assessmen will allow o pe cei e he
ela i i y o s anda ds in ela ion o socio-cul u al di e si y. In he second phase, he eache
ecei es in o ma ion ha will enable him o o ien himsel /he sel in he su ounding wo ld and
he ime he li es in o unde s anding he dynamics o he de elopmen o socie y. Pa o his
phase is he pe cep ion o con empo a y Eu ope (and he cul u e associa ed wi h i ) as a pa o
he con inen al wo ld. The hi d phase leads he eache ( u u e eache ) o sys ema ically
analyse ways o ob aining in o ma ion abou o he cul u es and hei c i ical assessmen . O
pa icula impo ance is he e lec ion o he eliabili y o in o ma ion sou ces and hei impac
on human pe cep ion, hinking and a i udes. The esul should be he unde s anding ha
indi idual cul u al elemen s a e always con ex ual and ela i e (Mo ayo á, 2006). In he
112
No e. Sou ce: Ramí ez Ca peo & Mekochi (2015, p. 116).
As uni e si ies a e au onomous and independen , hey a e able o se ou specialised
syllabi wi hin he amewo k o he elec i e subjec s es ablished by he basic guidelines. Each
uni e si y ha p o ides hese deg ees is equi ed o se ou hei Educa ional Quali y Assu ance
Plans, he c i e ia and p ocedu es ha will ensu e he moni o ing o compliance wi h he aims
se o each deg ee (Vidal, 2003). The Na ional Agency o Quali y Assessmen and
Acc edi a ion is esponsible o , among o he s, he p ocesses o acc edi a ion o quali ica ions
(Mo a, 2004).
Acco ding o he s udy o Ga cía & Lopéz (2005) wi hin which 155 s udy p og ams
om 42 uni e si ies we e analysed, he e we e jus 62 modules ha ela ed o in e cul u al
educa ion, howe e only 8 o hem we e compulso y. These esul s we e ala ming as he
ea men o cul u al di e si ies a Spanish uni e si ies was insu icien (simila esul s can be
ound in Palome o, 2006 and Peñal a and So iano, 2010). The same si ua ion is desc ibed in
ecen s udy by Aguado-Odina, Ma a-Beni o and Gil-Jau ena (2017) who con i m ha s udy
plans include some con en abou in e cul u al educa ion as a heme o elec i e cou se in some
uni e si ies and hey claim ha e-s uc u ing o s udy plans om an in e cul u al app oach is
s ill needed add essing i as in e cul u al app oach in p ac ice.
In gene al, acco ding o he las epo by Eu opean Commission/EACEA/Eu ydice
(2019) I aly and some Au onomous Communi ies o Spain ha e a eache compe ence
amewo k o ini ial eache educa ion wi hin which in e cul u al educa ion can be ound
ackling eaching in di e se, mul icul u al class ooms and/o add essing gene al disc imina ion
issues and implici bias agains cul u ally and linguis ically di e se s uden s (see Figu e 10). In
cases o ou examined coun ies, we can see ha I alian and Spanish (some au onomous
communi ies) ini ial educa ion should add ess he issue o in e cul u al educa ion, howe e in
Czech case his compe ence is no o icially equi ed.
Figu e 10 Issues ela ed o in e cul u al educa ion included in eache compe ence amewo ks
o ini ial eache educa ion (ITE), 2017/18

113
No e. Sou ce: Commission/EACEA/Eu ydice (2019, p. 21)
To conclude, he need o mul icul u al eache has a isen wi h he cul u ally and
linguis ically di e se socie y (Gay, 2010). The eache ’s ca ee s a s wi h his ini ial p epa a ion
a a uni e si y, whe e, o his da e some cou ses, cu icula, ield expe ience ha de elop u u e
eache s’ cul u al compe ence ha e been al eady in oduced and pe o med (Acquah &
Commins, 2013; Commission/EACEA/Eu ydice, 2019). Ne e heless, a e he yea s o
g adual p epa edness o u u e eache s, g adua es who a e coming o he eal school condi ions
eel unp epa ed o each cul u ally and linguis ically di e se s uden s (Pé ez-Cusó, Ma ínez-
Cla es & González-Mo ga, 2014). This na u ally b ings he ques ion o he esea che s how
hese cou ses a e augh and wha can be done o s ep o wa d in de eloping in e cul u al
compe ences among u u e eache s (Acquah & Commins, 2017).
The eaching p o ession is, in mos Eu opean coun ies, iewed as easily accessible
when compa ed o o he p o essional occupa ions such as medicine o law, applican s do no
ace compe i ion and ha e minimum en y equi emen s (Gue ie o, 2017a). I is sugges ed ha
one o he s a egies, how o sp ead and de elop in e cul u al en i onmen also a highe
educa ion ins i u ion, may be o accep eache candida es wi h mino i y backg ounds (Szecsi
& Spillman, 2012). Howe e , he s a is ics show ha i s uden s om mino i y backg ounds
achie e he g ades needed o admission o e ia y educa ion, hey seem o p e e o en e
p o essions such as law, medicine and enginee ing (Commission/EACEA/Eu ydice, 2013).
Fu he mo e, acco ding o he a ailable da a, we can see ha eaching s a wi h a mig an
backg ound a e gene ally unde - ep esen ed compa ed o he ac ual di e si y o he lea ne s
(Eu opean Commission/EACEA/Eu ydice, 2013; McG a h e al., 2014). One o he solu ions
114
o make eaching p o ession mo e p es igious, may be o make en y equi emen s o eaching
mo e demanding, along wi h imp o ing he subsequen wo king condi ions, may con ibu e o
a ac ing people wi h he igh alues, a i udes, belie s, compe ences and knowledge o his
p o ession (Eu opean Commission, 2017a; Eu opean Commission/EACEA/Eu ydice, 2013).
3.4.2 Con inuous p o essional de elopmen (CPD)
The second phase o eache educa ion is ep esen ed by p o essional imp o emen in
i s own pedagogical p ac ice ia sel -s udy, exchanging expe iences and coope a ion wi h o he
colleagues and u he eache educa ion (Sco , 2015; Whi wo h & Chiu, 2017). Fu he
educa ion o eaching s a includes all educa ional ac i i ies leading o he main enance and
imp o emen o p o essional compe ence, he de elopmen o pe sonal a i udes and he o e all
de elopmen o he school (Sco , 2015). In essence, i is possible o cha ac e ize his p ocess
as a li elong de elopmen o p o essional compe ences ha builds on and upg ade
unde g adua e aining (Eu opean Commission/EACEA/Eu ydice, 2015). Fu he eache
educa ion mus be based on cu en socie y needs and e lec he la es indings o pedagogy
and o he sciences. One o he mos impo an asks is o in oduce inno a ions and changes o
he educa ion sys em in o educa ional p ac ice.
Teaching equi es bo h a high le el o expe ise and con inuous de elopmen . The desi e
o s ay up- o-da e wi h he needs and changes o a socie y should be a pa o inne wo ld o
e e y eache . Teaching is a mission and eache s should eel he impo ance o educa ion no
only o hose who hey educa e, bu also o hei own de elopmen (Roche, 2017). Wha
conce ns opic o di e si y, in ol ing schools and eache s in ag eeing on p io i y opics can
help imp o e he ele ance o CPD in he o e o language eaching skills and in e cul u al
compe ences. Excep adi ional cou ses (which a e o en cos ly and o ganized ou side schools),
collabo a i e o school-based o ma s such as pee obse a ion, coope a ion wi h o he
colleagues e c. ha e a po en ial o suppo eache s in hei educa ion (Eu opean Commission,
2017a; T us , K u ka & Ca pen e , 2016).
Teache s hemsel es epo ha impo an a eas o s uden suppo a e no o en
su icien ly co e ed by CPD, such as (1) eaching c oss-cu icula skills (2) eaching in
mul ilingual and mul icul u al se ings (3) s uden ca ee guidance and counselling (4) eaching
s uden s wi h special educa ional needs (5) new echnology in he wo kplace and (6) app oaches
o indi idualized lea ning (Eu opean Commission, 2017a). Abo e all, o make easie o
eache s o olun a ily ollow he way o li elong lea ning pa h, con inuous p o essional
de elopmen should be accessible, a o dable and ele an o all eache s (Co co an, 1995;
115
Villegas-Reime s, 2003). These h ee ac o s we e ound o play he main ole in eache s’
pa icipa ion in CPD, which is acco ding o ecen epo s e y low (Eu opean Commission,
2017a).
Kohno á (2009) di ides ypes o u he /con inuous educa ion p og ams acco ding o
he suppo ing unc ion as ollows: a) subjec o ien a ion; b) p oblem o ien a ion; c) pe sonali y
o ien a ion and psycho-hygiene. Due o he complexi y o he p oblem, elemen s o in e cul u al
educa ion can be ound in all he abo e-men ioned ypes o p og ams. Acco ding o he , he
subjec -o ien ed p og ams o u he educa ion ocus p ima ily on he de elopmen o he
didac ic compe ences and he p o essional de elopmen o he eache in he ield o e lec ion
and sel - e lec ion o expe ience om pedagogical p ac ice. I is impe a i e ha he eache is
able o conside he ac ual needs and p oblems o he s uden s and implemen hem in o he
eaching. Because o he plu ali y o classes, he abili y o e lec on lea ning is gaining on i s
impo ance. She u he explains ha p oblem-o ien ed p og ams ocus a en ion on eache
educa ion on socially o cul u ally de e mining ac o s and hei elimina ion in he educa ional
p ocess. In hese ypes o educa ion p og ams, we can ind opics such as he p e en ion o
acism, xenophobia, bullying; and educa ion o ole ance, e c., which lead o he imp o emen
in communica ion skills, lexibili y and eamwo k. And inally, p og ams ocusing on
pe sonali y de elopmen and eache psycho-hygiene con ibu e o he enhancemen o eache 's
cul u al and gene al educa ion, he suppo o o eign language educa ion, and he psychological
egene a ion o he eache (Kohno á, 2009).
In he same way as Mo ayo á (2006) sugges ed opics o u u e eache s in ini ial
educa ion pe iod, she also ecommends a eas ha should be add essed o pedagogical s a in
ield ela ing o in e cul u al sphe e. Acco ding o he , eache s should: 1. no assume ha i is
no necessa y o in oduce elemen s o he majo i y cul u e in o he school cu iculum i he
composi ion o he class is homogeneous; 2. no wo k mainly wi h he hemes and elemen s o
he majo i y cul u e, bu has endea ou ed o ensu e ha he class oom and he whole school
ep esen by i s clima e a b oad spec um o socie y composi ion; 3. no app oach all pupils as
a monocul u al g oup; 4. no be con inced ha his/he beha iou is no based on s e eo yped
hinking, bu he/she cons an ly e lec ed his/he opinions, wo k and esul s; 5. always emembe
ha used didac ic aids a e adi ionally used and de e mined by gende oles, and may no
always be comp ehensible o all pupils. 6. no di ide pupils in o g oups acco ding o hei
appea ance, gende oles; 7. no emphasize he de ia ions and e o s o indi iduals compa ed
o he majo i y no mal socie y; 8. no equi e absolu e adap a ion o he majo i y socie y; 9.
conside ha special cu icula s a egies a e essen ial o he e ec i e unc ioning o socie y;
116
10. no apply he same equi emen s o all pupils (do no apply he objec i e assessmen ); 11.
no see he equali y as a me e heo y; 12. no equi e answe s and eac ions om s uden s ha
eache s om hei pe spec i e conside o be co ec and app op ia e (communica ion is a
cul u ally condi ioned phenomenon); 13. espec he habi s and ways o upb inging in amily
o eligion (Mo ayo á, 2006).
Con inuing p o essional de elopmen (CPD) is ecognized as a p o essional du y. I has
gained on i s impo ance o e he yea s and was p omo ed in legisla ion, egula ions,
employmen con ac s e c. o se e al educa ion sys ems. In he ollowing map (see Figu e 11)
you can see how se ious coun ies a e abou con inuing p o essional de elopmen . In Czech
and I alian educa ional sys ems, i is ecognized as a du y connec ed o eache s’ p o ession. In
case o Spain depends on he Au onomous Communi y, in some pa s o Spain i is a du y in
some pa s i migh help o a eache ’ p omo ion bu is no compulso y (Eu opean
Commission/EACEA/Eu ydice, 2013).
Figu e 11 S a us o con inuing p o essional de elopmen o eache s in p e-p ima y, p ima y
and gene al (lowe and uppe ) seconda y educa ion (ISCED 0, 1, 2 and 3), 2011/12
117
No e. Sou ce: Eu opean Commission/EACEA/Eu ydice (2013, p. 57)
Teache s may be con on ed a any poin o hei ca ee wi h si ua ions ha hinde hem
om pe o ming hei du ies e ec i ely. Th ee a eas o suppo we e iden i ied in Eu ydice
epo (2013), namely (1) pe sonal ma e s (2) in e pe sonal con lic s in ol ing s uden s,
pa en s and/o colleagues (3) he eaching ac i i y as such and mo e speci ically o he
de elopmen o p o essional compe ences. Acco ding o his epo , he majo i y o coun ies
o e special suppo o eache s o help hem access con inuing p o essional de elopmen
oppo uni ies and he suppo o he p o essional compe ences’ de elopmen is o en egula ed
wi hin he amewo k o eache s' con inuing p o essional de elopmen . In he majo i y o
Eu opean educa ion sys ems, i is compulso y o schools o ha e a CPD plan. The de elopmen
o such a plan is usually a esponsibili y o he school head, he school managemen eam o a
eache assigned o coo dina e he CPD ac i i ies in he school; hus, na u ally, CPD plans
should ake in o accoun he de elopmen needs o eache s in he con ex o guidelines o
egula ions om op-le el au ho i ies (Whi wo h & Chiu, 2017). Acco ding o a ious
Eu opean epo s (Eu opean Commission/EACEA/Eu ydice, 2013, 2015; Eu ydice, 2008), in
I aly, CR and Spain ( a ies be ween Au onomous Communi ies) CPD plan is compulso y.
These epo s show, ha CPD plans a e de eloped a school le el in he majo i y o Eu opean
educa ion sys ems howe e , op-le el au ho i ies es ablish p io i y hemes o a eas. In addi ion,
all educa ion sys ems o e some kind o inancial suppo o eache s’ CPD and some a e
o ally ee o cha ge. O e ing cou ses o ee is, acco ding o hese epo s, he way h ough
which mos coun ies ake away he inancial bu den om eache s o pa icipa ing in CPD
ac i i ies. Howe e , i is no a p ac ise e e ywhe e. Usually, educa ion au ho i ies co e
p o ide cos s o CPD ac i i ies ha a e conside ed manda o y o eache s, o ha all in o
p io i y opics o a eas de e mined by op-le el au ho i ies. In I aly, manda o y CPD is ee o
cha ge. In Spain, CPD ac i i ies deli e ed by educa ion au ho i ies a e ee o cha ge and in he
Czech Republic, he budge o CPD is a pa o he lump sum p o ided o schools (Eu opean
Commission/EACEA/Eu ydice, 2013, 2015; Eu ydice, 2008).
Addi ionally, eache s need special suppo du ing he ea ly s ages o hei ca ee as i
may be c i ical pe iod o he p o essionaliza ion p ocess o eache s (Wang, Odell & Schwille,
2008). School en i onmen is a e y challenging place o newly a i ed eache s and wi hou
any help o suppo , eache s ind i di icul o bea and hey d op ou o he p o ession
(Eu opean Commission, 2017a). I done p ope ly, he adap a ion phase, o so-called induc ion,
can help o educe d opou a e, mo eo e , i can boos quali y o eaching and suppo

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p o essionalism in schools (Ca lo e al., 2013). The e o e, induc ion can se e as a b idge
be ween ini ial and con inuous educa ion o eache s (Eu opean Commission, 2010b). A
s uc u ed suppo phase o newly quali ied eache s is conside ed c ucial also by eache s who
need o o e come possible “p axis shock” and who need o eel mo e secu e and con iden in
he i s s age o hei ca ee (OECD, 2005). While conside ing induc ion p og ams, he heme
o di e si y should be aken in o an accoun and should be included as a c oss-cu icula opic
(Eu opean Commission, 2010b). Induc ion p og ammes ha e many di e en o ganisa ional
pa e ns. As desc ibed in Eu opean epo s (Eu opean Commission/EACEA/Eu ydice, 2013,
2015), in mos coun ies, induc ion is a compulso y phase, which includes a inal assessmen
ha beginning eache s mus pass in o de o quali y. Mos coun ies p o ide his induc ion
phase in addi ion o he compulso y p o essional aining ecei ed be o e he acquisi ion o a
eaching diploma. The leng h o his p og amme anges om se e al mon hs o up o wo yea s.
The usual leng h is, howe e , one yea . Induc ion p og ammes usually p o ide o egula
mee ings wi h he men o , assis ance wi h lesson planning and o he pedagogical ad ice,
oppo uni ies o job shadowing, and aining modules p o ided by eache educa ion p o ide s
(Eu opean Commission/EACEA/Eu ydice, 2013, 2015).
Si ua ion in he Czech Republic, I aly and Spain
P epa ing young eache s o di e si y a he induc ion s age has been implemen ed in
se e al coun ies ac oss Eu ope. The adap a ion pe iod in he Czech Republic, o so-called
induc ion pe iod, is nei he legally de ined no di ec ly suppo ed by he s a e a he momen
(Janík e al, 2017). Ne e heless, i is he subjec o he cu en in e es o he Minis y o
Educa ion, which is wo king on his issue in connec ion wi h he c ea ion o a ca ee sys em o
eache s. The p oposal o esees a wo-yea pe iod in which he s a ing eache will bene i om
inc eased suppo om his/he employe (MŠMT, n.d.; Janík e al., 2017). Pu suan o he
legisla i e documen Law on Pedagogical S a o he Czech Republic, eache s ha e he
obliga ion o con inue in hei p o essional educa ion du ing hei whole ca ee o keep
hemsel es upda ed wi h needs and changes in a socie y. The headmas e o a school o ganizes
u he educa ion o pedagogical s a acco ding o, a so-called Plan o Fu he Educa ion,
which is de e mined a e a p io discussion wi h he ele an union body. I a ises om he
educa ional in e es s o eaching s a , needs and a budge o a school (MŠMT, 2016b). As
being men ioned abo e, in-se ice aining p og ams o eache s a e mainly p o ided by he
Na ional Ins i u e o Fu he Educa ion, which consis s o a cen e and hi een egional
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s a ions. O he ins i u ions which o ganize u he educa ion o eache (ei he acc edi ed o
non-acc edi ed) a e: uni e si ies, go e nmen al and non-go e nmen al ins i u ions and wi hin
he schools by pa icula specialis s o sec o eache s. E en hough hei o e includes opic
o inclusi e educa ion, i is up o a eache (wi h he espec o he amewo k o Plan o Fu he
Educa ion o a pa icula school) whe he he/she will ollow he cou ses o no ; which was also
no ed by S nado á and Topinko á (2010), who a gue in a epo o EADSNE ha he e is no
sys ema ic policy owa ds CPD o eaching s uden s wi h a di e en mo he ongue in he
Czech Republic. Abo e all, eache s may p e e he sel -s udy op ion, whe e hey a e en i led
o 12 wo king days o o s udy in he school yea (MŠMT, 2011). To pu i simply, eache s
in he Czech Republic do no ha e any legally de e mined induc ion phase wi hin CPD,
ne e heless, hey ha e he oppo uni y o choose om se e al cou ses a he beginning o hei
ca ee and use he 12 days ou o wo k o sel de elopmen in ields hey p e e . The opics a e
di e se and also include hemes om in e cul u al sphe e. Ne e heless, se e al s udies e eal
ha Czech eache s a e no p epa ed o handle mul icul u al en i onmen in hei class ooms,
nei he du ing ini ial no CPD (Bačáko á, 2011a, 2011b; Bačáko á & Closs, 2013).
Educa ion o newly-a i ed eache s in I aly is coo dina ed wi h Minis e ial Dec ee 850
o 27 Oc obe 2015 and eache s ha e o unde ake 50 hou s o aining du ing he school yea ,
o each he p o essional s anda ds p o ided in he a icle 4 o Minis e ial Dec ee 850
de eloping cul u al, disciplina y, didac ic, me hodological and ela ional compe ences. Newly-
employed eache s ha e o a end a 50-hou cou se, o ganized by he local School Di ec o a e
unde he Minis y’s guidelines, wi hou speci ic cla i ica ion o i s opics (MIUR, 2015a).
Howe e , in 2015, he I alian Minis y o Educa ion (MIUR) poin ed ou eigh p io i y opics
o ITE and induc ion, which s ill need o be p ac ically implemen ed by ITE ins i u ions,
including special educa ional needs, igh ing ea ly school lea ing, social inclusion and
in e cul u al dynamics (PPMI, 2017a). The aining plan includes ou phases: p epa a o y
mee ings (6 hou s), ou aining wo kshops (12 hou s), pee obse a ion (12 hou s) and online
aining (20 hou s) (MIUR, 2015a). The plan is c ea ed in ela ion o a eache as a p o essional
and needs o a school. School in i es a new-a i ed eache in o he discussion also h ough
his/he sel -analysis (see mo e abou on-line po olio he e: Mangione, Pe ena i & Rosa, 2016)
and acco dingly se s up he aining wo kshops and mu ual obse a ions o newly-a i ed
eache s and his/he u o . The subjec s di ec ly in ol ed in a ious ways along his pa h a e:
school manage s o schools in which he eache is conduc ing his/he induc ion phase, he
welcoming u o s, he schools “polo” (which a e esponsible o o ganizing he ini ial and inal
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mee ings, and he aining wo kshops), he Regional and e i o ial Scholas ic O ices and he
e alua ion and Indi e commi ees (Casado-Muñoz e al., 2018; Ce ini, 2015; Mangione,
Pe ena i & Rosa, 2016). Among he inno a ions p epa ed by he I alian model o he yea o
aining and es ing, Mangione e al. (2016) iden i ied some salien elemen s such as:
p o essional pac o inse ion, a mo e speci ic ole o he head eache (which, besides o chai
he e alua ion commi ee, is obliged o make a leas one isi o he class o he eache in ial
pe iod in o de o acqui e use ul elemen s o his/he nex e alua ion), he ole assigned o he
u o also included in he e alua ion commi ee, pee obse a ion be ween he u o and he
eache . F om he analysis o he ele an budge s complied o newly ec ui ed eache s, i
eme ged ha wi hin he i s i e equi ed aining opics we e in e cul u al aspec s (MIUR,
2015b). In I aly, he law egula ing eache aining is he Law 107/2015. This law makes
eache aining compulso y, con inuing and s uc u al. Each school de ines CDP ac i i ies,
which mus be consis en wi h he school h ee-yea plan o he educa ional o e , wi h he sel -
e alua ion epo and he imp o emen plans o schools, acco ding o he p io i ies indica ed by
he Minis y o educa ion in he Na ional aining plan published e e y h ee yea s (EASNIE,
2016).
Fo he h ee-yea pe iod 2016-2019 he Minis y o educa ion has es ablished he
ollowing p io i ies:
• o eign languages
• digi al compe ences and new lea ning en i onmen s
• school and wo k
• au onomy
• e alua ion and imp o emen
• compe ence-based eaching and inno a i e eaching me hods
• in eg a ion, ci ic compe ences and global ci izenship
• inclusion and disabili y
• social cohesion and p e en ion o you h discom o (Eu ydice, 2018, p. n.d.).
Rela ing o in e cul u al educa ion we can ind he e wo pa ag aphs ha con ibu e o
his opic, and a e highligh ed o be ained wi hin eache s: (1) de elopmen o skills in he
ield o ac i e ci izenship and democ acy h ough he enhancemen o in e cul u al educa ion;
and peace, espec o di e ences and dialogue be ween cul u es; suppo assump ion o
esponsibili y as well as solida i y and ca e o he common goods and awa eness o igh s and
du ies; […]; (2) li e acy and imp o emen o I alian as a second language h ough cou ses and
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wo kshops o s uden s o non-I alian ci izenship o non-I alian language, o be o ganized also
in collabo a ion wi h local au ho i ies and he hi d sec o , wi h he con ibu ion o he
communi ies o o igin, amilies and cul u al media o s (MIUR, 2017a). Las bu no leas , he e
is he "Piano pe la o mazione dei docen i 2016-2019” [Teache s' aining plan]" which de ines
he p inciples, he pu pose o eache s’ aining, he p io i ies, he o ganisa ion and he ype o
aining o acqui ing new compe ences. In chap e IV, among he p io i ies, inclusion is
speci ically s a ed as a "daily" way o managing he class ooms and he aining should be
di ec ed o he ollowing ecipien s: con ac pe sons o he Ins i u e o he coo dina ion o
in eg a ion ac ions in inclusi e school plans; suppo eache s (a speci ic module o he in-
dep h s udy o ypes o disabili y mus be gua an eed in he h ee-yea pe iod); cu icula
eache s ( eams and class ad ice) o imp o e lesson planning in he p esence o s uden s wi h
disabili ies, lea ning p oblems and di icul ies; suppo igu es (media o s, communica ion
assis an s, educa o s, collabo a o s) o imp o e in eg a ed design skills; school di ec o s; and
ATA s a (MIUR, 2015b). Rela ing o in e cul u al educa ion opics, se e al esea ches e eal
ha Plan does no include any speci ic ecommenda ions o obliga ions o ocus aining on
in e cul u al educa ion o eaching I alian as a second language (G ig , 2017).
In o de o help eache s in hei CPD ac i i ies, dec ee 107/2015 o esees a inancial
suppo deli e ed in he o m o an elec onic ca d. E e y yea , each eache will ecei e a
maximum o 500 € o :
• pu chasing books, magazines, ha dwa e and so wa e;
• a ending cou ses o e ed by acc edi ed bodies o by highe educa ion ins i u ions;
• a ending cul u al e en s ( ep esen a ions, mo ies, li e e en s) and isi museums and
exhibi ions;
• ca ying ou ac i i ies consis en wi h he h ee-yea educa ional plan o he school and
wi h he Na ional aining plan (MIUR, 2017b).
The aining and e- aining ac i i ies o I alian eache s a e o ganized by e i o ial
Regional Scholas ic O ices (U ici Scolas ici Regionali), school ne wo ks, uni e si ies,
acc edi ed agencies, aining cen es, local associa ions (MIUR, n.d.a) and ade unions;
howe e , educa ion is also ansmi ed h ough school–uni e si y pa ne ships, eache co-
lea ning and wo kplace lea ning (A alos, 2011). To gi e some example, in Sicily, he ade
union in collabo a ion wi h p o essional aining ins i u e IRASE (Is i u o pe la Rice ca
Accademica, Sociale ed Educa i a), de elop capaci y building p ojec s ocusing on aining
and u o ing ac i i ies o eache s, educa ion suppo o adminis a i e s a and wo kshops
o mig an and e ugee child en (G ig , 2017).
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Milne & Blake Teno e, 2010). Acco ding o he epo ocused on suppo o eache educa o s
(Eu opean Commission, 2013), such educa o s should deploy compe ences on wo le els: i s -
o de ( he knowledge base abou schooling and eaching which eache educa o s con ey o
s uden eache s) and second-o de ( he knowledge base abou how eache s lea n and how hey
become compe en eache s) knowledge, skills and a i udes. In addi ion, hey should acqui e
he key a eas o compe ence, as ollows: (1) knowledge de elopmen , esea ch and c i ical
hinking compe ences; (2) sys em compe ences (i.e. managing he complexi y o eache
educa ion ac i i ies, oles and ela ionships); (3) ans e sal compe ences ( o ins ance, decision
making, ini ia i e aking, en ep eneu ship, eam wo k); (3) leade ship compe ences (inspi ing
eache s and colleagues; coping wi h ambigui y and unce ain y); and (4) compe ences in
collabo a ing, communica ing and making connec ions wi h o he a eas (Eu opean
Commission, 2013, pp 15-16). Un o una ely, eache educa o s, al hough being seen as key
ac o s, hey we e ound o be a ely p epa ed o each ITE cu icula o di e si y (Eu opean
Commission, 2017a). Hence, he e is s ill space o an imp o emen in his a ea.
3.5 Conclusion
To be able o deal wi h s uden s wi h a di e en mo he ongue in class ooms, eache s
need special aining which s a s wi h p e-se ice educa ion and con inues du ing eache s’
p ac ice wi hin con inuous p o essional de elopmen . No only eache s ha e o be ained bu
also hose who ain eache s should be encou aged o de elop hei compe ences and
knowledge, mo eo e , on op o ha he whole school s a should be ained how o coope a e
and in e ac .
The e a e se e al p o ide s o aining o p e-se ice and in-se ice eache s. The mos
common ones, also in ou examined coun ies, a e uni e si ies and go e nmen al ins i u ions.
Howe e , he e a e also o he key playe s who a e some imes o go en bu play he c ucial ole
in educa ional policy – especially in i s de elopmen and inno a ion, such as: associa ions,
NGOs, pa en s e c. The linkage and coope a ion o all ac o s can con ibu e o welcome changes
in educa ion policies and speed up a p ocess o inclusion whe e all s uden s ge he same
possibili y o g ow (Wol , Casado- Muñoz & Pedone, 2018).
The knowledge, skills and a i udes o eache s necessa y o he quali y o he eaching
p o ession a e cha ac e ized by he eache 's p o essional compe encies. When i comes o
eache aining o L2 s uden s, in e cul u al compe ences a e in he o eg ound. Teache s a e
supposed o be ained in he a ea o in e cul u al compe ences, hey should ha e knowledge

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abou second language lea ning and hey should be awa e o he ac ha s uden s’ mo he
ongue has o be kep and de eloped as i ep esen s an impo an ool which can help o achie e
be e academic esul s. I educa ion ins i u ions dealing wi h p e-se ice o in-se ice eache s
a e on doub s whe he hey p o ide su icien in e cul u al educa ion o hei “clien s”, hey
can y o answe he ollowing ques ions, p epa ed by Ka wacka-Vögele (2012) which help
hem o iden i y (ei he e ospec i ely o ins an ly) hei weaknesses. He e a e he ques ions o
be answe ed: Do we aise ainees’ sensi i i y o and awa eness o in e cul u al issues? Do we
encou age ainees o empa hise wi h o he s? Do we imp o e ainees’ e ec i eness and
ai ness when dealing wi h in e cul u al encoun e s? Do we suppo ainees’ p oduc i eness
and cons uc i eness? Do we encou age ainees o mo e om indi idual p ac ice o ac ion ha
shapes socie al p ac ice? Do we o ganise aining sessions which ocus on di e si y, social
sensi i i y, cul u al esponsi eness and quali y equi emen s as pa o s a de elopmen
schemes? Do we p o ide p o essional aining o eache s o add ess bo h p oac i e goals (such
as how o build a lea ning communi y) as well as esponsi e needs ( o example con lic
esolu ion)? Do we os e in e cul u al compe ence, in bo h ini ial and in-se ice aining? Do
we p epa e eache s o de elop eaching ma e ials which enhance cul u ally esponsi e
educa ion? Do we equip eache s ac oss di e en subjec a eas wi h me hods and esou ces
suppo ing delibe a i e lea ning, c i ical unde s anding, eam wo k, con lic managemen and
mul ipe spec i i y (especially in eaching con o e sial and sensi i e issues)? Do we ain
eache s o gua an ee sa e lea ning condi ions? Do we p o ide ainees wi h educa ional
s a egies and wo king me hods which help hem o manage si ua ions caused by
disc imina ion, acism, xenophobia, sexism and ma ginalisa ion? Do we ain eache s o
esol e con lic s peace ully? Do we encou age ainees o deal wi h di icul si ua ions ha
migh a ise in in o mal and in e pe sonal encoun e s (such as e bal h ea s o sexual
in imida ion)? Do we p omo e e lec i e eache s and he sel -de elopmen o p ac i ione s, as
a condi ion o quali y assu ance in educa ion? Do we gua an ee school-based eache aining
in o de o add ess issues o impo ance o he local communi y such as cul u al speci ics,
communi y de elopmen o any o he pa icula aining needs? Do we de elop he skills
needed o upda e he p o essional compe ence equi ed by di e se lea ning g oups? Do we
p o ide eache s wi h new media skills in o de o p omo e s uden pa icipa ion in online
collabo a i e lea ning and collec i e knowledge building? Do we p epa e eache s o g adually
apply and e alua e noncogni i e, alues- ela ed and ci izenship educa ion goals? Do we ain
eache s o assess s uden s’ p e ious cul u al and social expe iences and speci ic lea ning needs
( o example hei language and ci ic compe encies, social dis ance)? Do we p epa e quali y-
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assu ance ins umen s inspi ed by educa ion o democ a ic ci izenship and aking accoun o
he in e cul u al dimension? Do we ain eache s o mo i a e lea ne s o wo k wi h o he s o
make changes o hemsel es and hei en i onmen ? Ka wacka-Vögele, 2012, p. 58-59).
One way o achie e equal access o educa ion is o c ea e a ne wo k o ac o s who
p o ide se ices in he ield o educa ion o s uden s wi h SEN, including L2 s uden s, he eby
ensu ing he a ailabili y and quali y o se ices in he educa ion o hese child en, since linking
se ices a he local le el is a p e equisi e o e ec i e in eg a ion (META, 2014). This iew is
also suppo ed by se e al s udies, which e eal ha eache s’ p o essional lea ning can be
suppo ed wi h mo e sys ema ic links be ween CPD p o ide s du ing eache ’s ca ee (Fu long,
2015; Rollan & Some on, 2019).
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PART III: PARTNERSHIP IN EDUCATION, EMPIRICAL
STUDY
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4. CONTEXT METHODOLOGICAL PROCESS
“Ra he han esis ing o leeing a p oblem, by en e ing i , making onesel pa o i , one can
use i as an elemen o libe a ion.”
Alejand o Jodo owsky
4.1 P oblem ele ance and signi icance o his hesis
The in en o his hesis is o make a meaning ul con ibu ion o knowledge in he
pa ne ship o s akeholde s in educa ion. The opic o pa ne ship in inclusi e educa ion
ollowing he pa h o li elong lea ning is e y much discussed wo ldwide in ou cu en ime,
he 21s cen u y. An impo an de e minan o inclusion in schools is he co-ope a ion o all
ac o s shaping an inclusi e en i onmen . F equen ly p onounced ne wo ks include
go e nmen s, go e nmen al ins i u ions, ci il socie y o ganiza ions, uni e si ies, schools and
amilies (Ch ispeels, 2015; Koyama & Bakuza, 2017; López-Azuaga & Suá ez Ri ei o, 2018;
Paniagua & D’Angelo, 2017; Rah, Choi & Nguyen, 2009). Non-p o i o ganiza ions, wi h hei
lexible policies, independen budge s, and ackling “wicked issues” (Vangen & Huxham,
2012), can o e a ange o p o essional public se ices (Kendall, 2005) om which he whole
educa ion policy can bene i . To es ablish, build and de elop c oss-sec o al pa ne ship is a
wo king p ocess ha equi es ime, esou ces, us -building, ongoing suppo and “so
s ee ing” om cen al o local go e nmen . Howe e , he academic li e a u e mo e inclines o
iden i y he challenges o such pa ne ship han po en ial o ac ual bene i s (Ka a, 2014;
Macmillan, 2003).
This disse a ion hesis examines opic consis ing o se e al impo an issues:
pa ne ship o public sec o wi h hi d sec o , s uden s wi h a di e en mo he ongue and
eache aining. To ou cu en knowledge, he esea ch in a such speci ic a ea has no been
examined su icien ly and he e is s ill a lo o po en ial and space o u he in es iga ion. In
e ms o L2 s uden s and he necessi y o hei inclusion in o a hos socie y has been w i en and
in es iga ed a lo (Ainscow, Dyson, Weine , 2013; Eu opean Commission/EACEA/Eu ydice,
2019; UNESCO 2003, 2016). In he same pace, he heme o eache aining in inclusi e
educa ion has been discussed and examined wi hin a ious s udies (Eu opean Agency o
De elopmen in Special Needs Educa ion (EADSNE), 2011, 2012; Se e iens, Wol & He pen,
2014). Wha conce ns non-p o i o ganiza ions and hei possible con ibu ion o educa ion as
pa ne s, he e ha e been al eady deca es wi hin which se e al esea che s p omo e c oss-sec o
133
o so-called communi y collabo a ion o enhance school en i onmen (Ainscow, Muijs & Wes ,
2006; Eps ein, Gallindo, Sheldon & Williams, 2006; Eps ein & Sande s, 1998; Hands, 2005;
Sande s & Ha ey, 2002). And he e a e also ew s udies ha link some o hese opics oge he .
To men ion ew examples, he ne wo k o o ganiza ions including he Red C oss, Ca i as and
o he non-p o i s in Belgium se up cen es o suppo e ugee and asylum seeke s amilies wi h
se ices o child en suppo child en in hei ea ly yea s es ablishing i m g ounds o hei
u u e school eadiness and success (Pa k, Ka sia icas & McHugh, 2018). Due o sho ages o
places and esou ces in public schools in Tu key, non-p o i o ganiza ions oge he wi h
in e na ional agencies p o ided se ices o Sy ian child en such as lea ning and ec ea ional
ac i i ies, psychosocial and men al heal h suppo , educa ion ma e ials and associa ed eache
aining (UNESCO, 2018).
The p os and cons o con ibu ion o non-p o i o ganiza ions in educa ion has been
desc ibed by se e al esea che s (S epheson, 2013; Williamson, 2012, 2013). Wai olle and
Kozleski (2013) a gue ha pa ne ships composed o schools, uni e si ies, non-p o i
o ganiza ions and o he s ha e he po en ial o o e come ba ie s ha p e en ma ginalized
s uden s om lea ning in schools. O’Dono an, Be man, and Wie enga (2015) see non-p o i
o ganiza ion as a esponsi e o gan which se es be e o local needs due o di ec ouch wi h
s uden s and as an enabling space o educa ion which may con ibu e o he complex lea ning
p ocess o an indi idual.
Pu ing all hese opics oge he , meaning ocusing on non-p o i o ganiza ions as
po en ial p o ide s o eache aining in he a ea o s uden s wi h a di e en mo he ongue,
he e has no been much in es iga ed in he academic sphe e, and he po en ial migh no ha e
been ully explo ed (Lazin, 2001; Lucas, She man & Fische , 2013 & Schul z, 2015). The
au ho o his hesis belie es ha he ne wo king o non-p o i s wi h schools/ eache s, ha ing
he sense o “g oups o sys ems o in e connec ed people and o ganisa ions (including schools)
whose aims and pu poses include he imp o emen o lea ning and aspec s o well-being known
o a ec lea ning” as a icula ed by Had ield, Jopling, Noden, O'Lea y, and S oll (2006, p. 5),
migh ep esen an e icien way how o imp o e/b oaden he p ocess o eaching and lea ning
o all ac o s while sha ing esou ces and how o lea n o coope a e on join ac i i ies (Muijs,
Wes & Ainscow, 2010).

134
4.2 Resea ch ques ions
By conduc ing he esea ch, we y o answe he ollowing ques ion and i s sub-
ques ions. The main ques ion was se ollowingly: How do non-p o i o ganiza ions con ibu e
as educa ional ins i u ions o a coope a ion wi h eache s/schools in he ield o inclusion o
s uden s wi h di e en mo he ongue? Do na ional app oaches a y ac oss examined
coun ies?
To answe he main ques ion, we had o look o answe s o i s se e al sub-ques ions:
- How do NPOs see he cu en si ua ion in educa ion o s uden s wi h a di e en
mo he ongue in ela ion o eache s?
- Wha se ices do NPOs o e o eache s/schools? And how do hey see he cu en
coope a ion?
- How do eache s see he cu en si ua ion in educa ion o s uden s wi h a di e en
mo he ongue?
- Do eache s know abou he exis ence o NPOs in his a ea and a e hey in e es ed
in such coope a ion a all?
I is necessa y o no e ha all hese ques ions we e examined indi idually o each
coun y and subsequen ly compa ed wi hin hese h ee coun ies.
4.3 Objec i es o a esea ch
The aim o he esea ch was o analyse he pa ne ship o educa ional s akeholde s, in
ou case o schools/ eache s wi h non-p o i o ganiza ions in he ield o in e cul u al educa ion
pa icula ly ackling he opic o s uden s wi h di e en mo he ongue. The disse a ion hesis
is di ided in o wo main pa s – heo e ical and empi ical pa .
The aim o he heo e ical pa was o in oduce he disse a ion wo k in o he heo e ical
concep o li elong lea ning in he inclusi e policy o con empo a y and u u e educa o s wi h
an emphasis on coope a ion wi h non-p o i o ganiza ions as one o he impo an pa ne s in
educa ion. The goal was o desc ibe he educa ional si ua ion in h ee Eu opean coun ies -
Czech Republic, I aly, Spain - in he gi en ield, e iew he scien i ic li e a u e ela ed o he
objec i e o a esea ch and p epa e he heo e ical backg ound o he subsequen esea ch pa .
The aim o he empi ical pa was o map he scope and con en o coope a ion be ween
schools and non-p o i o ganiza ions dealing wi h he opic o a s uden wi h a di e en mo he
135
ongue, ocusing speci ically on eache s and hei aining, in all h ee coun ies. As o he
p e-su ey phase, we se he objec i e o i s ly alida e quali a i e su ey ques ionnai e i ems
wi hin quali ied expe s. Fo he esea ch i sel , he objec i es we e examined wi hin subjec i e
iews o NPOs and eache s. The sub-objec i es o a esea ch om he NPOs’ poin o iew
we e o:
- iden i y wi h which educa ional ins i u ions NPOs mos ly collabo a e in each
coun y; and compa e esul s among examined coun ies,
- iden i y means o communica ion which NPOs mos ly use o add ess educa ional
ins i u ion; and compa e esul s among examined coun ies,
- iden i y wi h which p o essionals NPOs mos ly collabo a e in each coun y; and
compa e esul s among examined coun ies,
- iden i y a eas in which NPOs mos ly collabo a e wi h educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y opics in which NPOs mos ly collabo a e wi h educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y o ms o coope a ion be ween NPOs and educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y ypes o eache s (acco ding o a s age o ca ee ) wi h which NPOs mos ly
coope a e; and compa e esul s among examined coun ies,
- analyze opics in which eache s need mo e aining acco ding o NPOs; and
compa e esul s among examined coun ies,
- analyze de e minan s ha ha e an impac on academic ailu e o s uden s wi h
di e en mo he ongue om he iew o NPOs; and compa e esul s among
examined coun ies,
- analyze NPOs’ iews on e iciency o exis ing coope a ion wi h educa ion
ins i u ions; and compa e esul s among examined coun ies.
He e a e he sub-objec i es om in-se ice eache s’ poin o iew. The goals we e o:
- analyze eache s’ app oach o he opic o s uden s wi h di e en mo he ongue;
and compa e esul s among examined coun ies,
- analyze eache s’ app oach o coope a ion wi h non-p o i o ganiza ion; and
compa e esul s among examined coun ies.
4.4 Geog aphical se ings delimi a ion
136
This disse a ion hesis se s i s esea ch in h ee Eu opean coun ies, alphabe ically –
Czech Republic, I aly and Spain. We chose hese coun ies o se e al easons. To s a wi h
he i s one, i was he logical decision in e ms o es ablished co- u ela coope a ion be ween
Uni e si y o Pale mo in I aly and Uni e si y o Bu gos in Spain plus he ac ha he PhD
s uden , he au ho o his hesis, comes om he Czech Republic, and hus can easily each he
da a om he coun y o o igin. The second eason was ha hose coun ies ha e a di e en
app oach while dealing wi h he o e ed opics o which hey can en ich his esea ch. I aly
and Spain ha e a long mig a ion his o y and a his ime i becomes e en mo e p essing and
sensi i e issue. Mo eo e , bo h coun ies p ac ise he inclusi e app oach in educa ion o mo e
han wo decades, in case o I aly (as he Eu opean pionee coun y) e en mo e han ou . On
he con a y, he Czech Republic is no an expe ienced coun y nei he in immig a ion policy
no in inclusi e educa ion. Finally, Spain and I aly a e la ge coun ies in compa ison wi h he
Czech Republic and hei educa ion policies a e decen alized. In case o Spain, educa ional
powe s a e sha ed be ween s a e au ho i y (Minis y o Educa ion) and 17 Au onomous
Communi ies, each o hem wi h i s own educa ion policy. Sicily is one o he 20 egions o
I aly and one o he 5 au onomous egions whe e execu i e powe is exe cised by he Regional
Go e nmen .
In he heo e ical pa o his hesis, all h ee coun ies a e conside ed equally. In case o
Spain, he special a en ion was pu on he one o he 17 au onomous communi ies o Spain
called Cas illa y León o wo easons: (1) each egion has i s own au onomy educa ion policy
wi hin Spain, he e o e i was necessa y o ocus on one egion o desc ibe he ac ual si ua ion,
(2) he Uni e si y o Bu gos is placed in he egion o Cas illa y León.
Wha conce ns he empi ical pa o he hesis, we concen a ed ou esea ch on he
whole Czech Republic (10 million inhabi an s); hen on he Au onomous Communi y Cas illa
y León (2,5 million inhabi an s) in Spain ( o he same easons men ioned abo e); and inally
on Sicily (5 million inhabi an s) whe e Uni e si y o Pale mo is si ua ed.
4.5 Plan and imeline o a esea ch
Since he esea ch has been designed o h ee coun ies, he e was a necessi y o s ay
in hese coun ies o es ablish he po en ial collabo a ion. The i s academic yea (2016/2017)
he heo e ical backg ound was s udied du ing he au ho ’s s ay a he Uni e si y o Pale mo,
I aly unde he main supe ision o P o F ancesca Pedone. In he second academic yea
(2017/2018), we con inued wi h he heo e ical backg ound and launched he empi ical pa
137
du ing au ho ’s s ay a he Uni e si y o Bu gos wi h he main supe ision o P o Raquel
Casado-Muñoz. The all semes e o he las academic yea (2018/2019) he au ho spen a
Uni e si y o Pa dubice, Czech Republic unde he main supe ision o academic p o esso
Zdeňka Šándo o á and con inued a he Uni e si y o Pale mo, I aly ill he end o he esea ch
wi h occasional esea ch ips o o he examined coun ies. Du ing he whole p ocess, he PhD
s uden and he supe iso s om he Uni e si y o Pale mo and he Uni e si y o Bu gos
collabo a ed and discussed indi idual s eps (See Figu e 12).
Figu e 12 Time schedule o esea ch ac i i ies
Ac i i y
Time
Theo e ical esea ch
No embe 2016 - Oc obe 2019
Empi ical esea ch
Sep embe 2017 - Oc obe 2019
P epa a o y phase o quan i a i e esea ch
Sep embe 2017 - Ma ch 2018
Quan i a i e esea ch in Spain
Ap il 2018 - June 2018
Quan i a i e esea ch in he Czech Republic
Sep embe 2018 - Decembe 2018
Quan i a i e esea ch in I aly
Janua y 2019 - Ma ch 2019
P epa a o y phase o quali a i e esea ch
No embe 2018 - Janua y 2019
Quali a i e esea ch in all h ee coun ies
Feb ua y 2019 - June 2019
Analysing and in e p e a ion o esul s
Janua y 2019 - Sep embe 2019
No e. Sou ce: Made by au ho .
144
second language s uden s o a eache . Addi ionally, we elimina ed eache s o Czech/ I alian/
Spanish language who each hese languages as a second language o o eigne s.
Wha conce ns he p ocess o add essing eache s in indi idual coun ies, in all h ee
coun ies we used he same app oach. We add essed eache s wi h who we ha e al eady
coope a ed and asked hem o ecommend us 5 colleagues who mee he equi emen s o: (1)
ha e 2 o mo e yea s o eaching p ac ise, (2) each any subjec (s) excep a second language.
We decided o con ac all sugges ed eache s wi hou u he es ing (i.e. whe he hey do o do
no ha e an expe ience wi h s uden s o di e en mo he ongue; and/o whe he hey ha e o
ha e no coope a ed wi h non-p o i o ganiza ion(s)). We assumed ha he less we in luence
he sample he mo e ele an da a we can collec . A he end, we con ac ed 5 eache s in each
coun y, and hey all ag eed o pa icipa e in he esea ch.
5.3 Ins umen s
The gene al e m o a measu emen ool which a esea che uses is called an ins umen .
Ins umen s can be di ided in o esea che -comple ed and subjec -comple ed. Simply pu , i is
dis inguished acco ding o who comple es ins umen s – i i is a esea che o a pa icipan
(Resea ch Rundowns, n.d.). Fo ou pu poses we used ins umen s om bo h men ioned
ca ego ies as Figu e 15 demons a es.
Figu e 15 Resea ch ins umen s
Resea che -comple ed
Ins umen s
Subjec -comple ed
Ins umen s
In e iew
Ques ionnai e
No e. Sou ce: Made by au ho .
Gi en he a ge g oups, we chose in e iew as an ins umen o eache s and
ques ionnai e as an ins umen o non-p o i o ganiza ions/associa ions (see Figu e 16).
De ails a e desc ibed in he ollowing sub-chap e s.
Figu e 16 Resea ch ins umen s and a ge g oups
Quan i a i e esea ch
Quali a i e esea ch

145
Ta ge
g oup
Non-p o i
o ganiza ions/associa ions
Non-p o i
o ganiza ions/associa ions
Teache s
Ins umen
Ques ionnai e
Ques ionnai e
In e iew
No e. Sou ce: Made by au ho .
5.3.1 Ques ionnai e
In he i s phase o he esea ch, we decided o use a ques ionnai e as an ins umen o
da a collec ion. We had wo aims wi h ou ques ionnai e: (1) o map and desc ibe he si ua ion
wi h he use o closed-ended ques ions in o de o mee he ollowing objec i es:
- iden i y wi h which educa ional ins i u ions NPOs mos ly collabo a e in each
coun y; and compa e esul s among examined coun ies,
- iden i y means o communica ion which NPOs mos ly use o add ess educa ional
ins i u ion; and compa e esul s among examined coun ies,
- iden i y wi h which p o essionals NPOs mos ly collabo a e in each coun y; and
compa e esul s among examined coun ies,
- iden i y a eas in which NPOs mos ly collabo a e wi h educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y opics in which NPOs mos ly collabo a e wi h educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y o ms o coope a ion be ween NPOs and educa ional ins i u ions; and
compa e esul s among examined coun ies,
- iden i y ypes o eache s (acco ding o a s age o ca ee ) wi h which NPOs mos ly
coope a e; and compa e esul s among examined coun ies,
and (2) o analyse he app oach o non-p o i o ganiza ions/associa ions wi h he use o open-
ended ques ions in o de o mee he ollowing objec i es:
- analyse opics in which eache s need mo e aining acco ding o NPOs; and
compa e esul s among examined coun ies,
- analyse de e minan s ha ha e an impac on academic ailu e o s uden s wi h
di e en mo he ongue om he iew o NPOs; and compa e esul s among
examined coun ies,
- analyse NPOs’ iews on e iciency o exis ing coope a ion wi h educa ion
ins i u ions; and compa e esul s among examined coun ies.
146
In he i s s age we sea ched o ques ionnai es which could ha e been al eady designed
wi hin ou opic and which could, wi h some modi ica ions, se e ou pu pose. We wen
h ough academic li e a u e and signi ican Eu opean o wo ldwide epo s, howe e o ou
knowledge, he e was no hing ha would sa is y ou equi emen s. Thus, we had o conside
c ea ing new ques ionnai e.
Du ing he p ocess o designing he ques ionnai e, we we e using English language o
o mula ing ques ions, howe e English e sion was no used o ou esponden s because he
inal e sion o ques ionnai e was ansla ed in o Czech, I alian and Spanish (wi h sligh
modi ica ions due o di e en educa ional sys ems in each coun y), he e o e, in p ac ice we
used app op ia e language mu a ions. In he ollowing pa ag aphs, we will b ie ly desc ibe he
s uc u e and he cons uc ion o a ques ionnai e.
Once we knew he objec i es o ou ques ionnai e, we placed he ques ion who he igh
pe son is o answe he ques ionnai e. We ag eed ha , in he ligh o a basic s uc u e we made,
he bes op ion is o add ess someone om he op managemen o an o ganiza ion/associa ion.
We eques ed only one pe son pe an o ganiza ion o espond ou ques ionnai e.
The i s d a o a ques ionnai e consis ed o 25 ques ions o which 22 we e closed-
ended and 3 opened-ended. We sen his d a o expe s om all h ee coun ies asking o hei
e alua ion using he e alua ion o m illus a ed in Figu e 17. The selec ed expe s es ed cla i y,
ele ance and impo ance o e e y i em (wi hin bo h demog aphic da a and ques ions).
Figu e 17 Design o e alua ion o m o a ques ionnai e o expe s
147
No e. E alua ion o m was also c ea ed in Czech, I alian and Spanish mu a ion. Sou ce: Made by au ho .
We chose 2 expe s om each coun y. The p o ile o an expe -e alua o was as
ollows: Academic o scien i ic employee wo king in he ield o eache aining (p e-se ice,
in-se ice) in inclusi e educa ion o disad an aged g oups who has high-le el o expe ise in
he ele an ield o a leas 5 yea s.
Once we ecei ed e alua ion o ms, we s a ed o eo ganize he ques ionnai e. The
mos equen nega i e commen we ecei ed was “o e -expe ise” o ques ions, meaning o be
oo di icul o i s academic language o be answe ed by i s a ge g oup. Thus, he e was a
necessi y o simpli y ques ions o make hem clea e and mo e unde s andable o u u e
esponden s. Mo e o less o he same eason, we decided o lea e ou se e al ques ions. We
o e all omi ed 9 and modi ied 7 ques ions (some o hem mo e, some o hem less). Thus, a
he end, he ha d-copy e sion includes 16 ques ions, 3 o which a e open-ended.
To sho ly desc ibe he s uc u e, we can di ide he ques ionnai e in o h ee main
sec ions: (1) demog aphic da a, (2) gene al coope a ion o NPOs wi h educa ional ins i u ions,
and (3) NPOs as pa ne s in eache aining. The whole ques ionnai e s a s wi h he sho
in oduc ion (see Figu e 18) ou lining he easons o he s udy and explaining who is
conduc ing he s udy.
148
Figu e 18 In oduc ion pa o a ques ionnai e
No e. Sou ce: Made by au ho .
The i s sec ion – demog aphical da a - collec s in o ma ion abou (a) a pe son who
esponds he ques ionnai e (see Figu e 19), and (b) an o ganiza ion he pe son ep esen s (see
Figu e 20).
Figu e 19 Ques ionnai e – Pe sonal da a o a esponden
No e. Sou ce: Made by au ho .
Figu e 20 Ques ionnai e – NPOs' demog aphic da a
149
No e. Sou ce: Made by au ho .
The second sec ion consis s o 8 closed-ended ques ions which we e designed o explo e
o ms and in ensi y o coope a ion, p o essionals who NPOs coope a e wi h, and opics NPOs
ocus on (see Figu e 21).
The example o he i s ques ion om he second pa shows how we cons uc ed he
ques ionnai e. We es ablished he scale om 1 o 5 which ep esen he equency wi h which
he coope a ion, ac i i ies, opics e c. a e pe o med. We used mul iple choice g id o m o a
ques ion o se e al easons: (a) easie ollow-up e alua ion o esea che s, (b) accessible ool
in google o m pla o m, (c) ime-e ec i e, unambiguous, easy- o- ill-in me hod o
esponden s.
Figu e 21 Ques ionnai e – Pa 2: Gene al coope a ion – Ques ion 1 and scalling

150
No e. Mul iple choice g id wi h scale om 1 o 5 whe e 1 ep esen ed no o low coope a ion, 2 andom coope a ion,
3 equen coope a ion, 4 e y equen coope a ion and 5 cons an coope a ion. Sou ce: Made by au ho .
He e a e o he ques ions we c ea ed o be in es iga ed in his pa (see Figu e 22) in o de o
map he in ensi y o collabo a ion be ween s udied s akeholde s:
Figu e 22 Ques ionnai e – Pa 2: Gene al coope a ion – Ques ions 2 - 8
151
152
No e. Mul iple choice g id wi h scale om 1 o 5 whe e 1 ep esen ed no o low coope a ion, 2 andom coope a ion,
3 equen coope a ion, 4 e y equen coope a ion and 5 cons an coope a ion. Sou ce: Made by au ho .
The las ( hi d) sec ion includes 5 closed-ended and 3 open-ended ques ions and ies
o iden i y and analyse cu en coope a ion and app oach in iew o NPOs. Fo he i s h ee
ques ions we also used mul iple choice g id. Since he o he wo close-ended ques ions we e
cons uc ed as simple ques ions wi h no sub-op ions we used linea scale o m. The las h ee
153
open-ended ques ions we e no compulso y o esponden s; he e o e, ques ions could be
skipped. We assumed ha i we do no allow esponden s o p oceed u he wi hou answe ing
hese ques ions, hey could ea ly de e mina e he whole ques ionnai e, which was no he isk
we wan ed o ake. On he con a y o he second pa , his pa o he ques ionnai e did no use
uni o m scale o all ques ions. Each ques ion had i s own measu emen uni .
Ques ions in he 3 d pa (linking hem o p e ious pa s) we e cons uc ed in o de o
unde s and (a) he ex en o coope a ion in eache aining ac i i ies (ques ions no. 9, 10, 12,
15); (b) iew on L2 s uden s’ academic pe o mance (ques ions no. 11, 14); and (c) gene al
iew on coope a ion wi h schools (ques ions no. 13, 16).
The lis o opics in he ques ion numbe 10 was designed on he basis o sugges ions o
Lei a Oli encia (2011) who highligh ed hese opics wi hin his book Con i encia y educación
in e cul u al: análisis y p opues as pedagógicas. Fo ques ion no. 11 we d aw an inspi a ion
om a con ibu ion w i en by A abi (2001), who in his a icle ies o iden i y and desc ibe he
main causes o s uden s’ ailu e. A he end o he ques ionnai e, we le a space o o he
ecommenda ions o sugges ions which a esponden could ha e and could eel o exp ess. We
also o e ed esponden s o in o m hem abou esul s o he esea ch in case o hei in e es .
Fo de ailed con en see Figu e 23.
Figu e 23 Ques ionnai e – Pa 3: Coope a ion in eache aining – Ques ions 9–16
256
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o mación del p o eso ado y pe spec i as de u u o [Educa ion in he inclusi e school: eache
aining and u u e pe spec i es]. Buenos Ai es: Lumen/Magis e io del Río de la Pla a.
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doi: h p://doi. o g/10.4324/9780203018385

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9. ANNEXES
I Fo m o a ques ionnai e
I Demog aphic Ques ions
Pe sonal da a o a esponde
Age:
Sex:
o Female
o Male
The highes le el o educa ion comple ed:
o Basic compulso y educa ion
o Uppe -seconda y educa ion
o Highe educa ion – bachelo
o Highe educa ion – mas e
o Highe educa ion - PhD
Job placemen in he o ganiza ion (e.g. p incipal, head o a depa men , e c.):
Type o con ac :
o Full- ime
o Pa - ime
o No con ac , I am olun ee
Leng h o wo k (in yea s) o he o ganiza ion:
Da a abou he o ganiza ion/associa ion:
Name o he o ganiza ion you wo k o :
Loca ion o he o ganiza ion (name o a illage, own, ci y):
The o ganisa ion is o a scope:
o local
o p o incial
o egional
o na ional
o in e na ional
Size o he o ganiza ion acco ding o numbe o employees:
Which ools o digi al dissemina ion you o ganiza ion uses:
o Websi es
o Facebook
o Twi e
o Blog
o Email
How many employees does you o ganiza ion ha e:
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Numbe o
women
man
Full- ime
Pa - ime
Volun ee s
___________________________________________________________________________
II Gene al collabo a ion - NGO wi h educa ional ins i u ions
In all ollowing i ems, please, indica e he equency o coope a ion.
Please, use he ollowing scale:
1: low o no coope a ion
2: andom coope a ion
3: equen coope a ion
4: e y equen coope a ion
5: cons an coope a ion
1. Wha is he equency o coope a ion wi h educa ional ins i u ions?
2. Wi h which p o essionals does you o ganiza ion coope a e?
Lowes Highes
1
2
3
4
5
Top managemen
Teache s
Sec o eache s (i.e. eache s esponsible o some a eas
– e.g. languages, ICT, inclusion e c.)
Uni e si y eache s
Teache `s educa o s
Educa ional consul an s
Inspec o s
T ansla o s
In e p e e s
O he . Please, speci y.
Lowes Highes
1
2
3
4
5
Nu se y schools
Kinde ga ens
P ima y schools
Lowe -seconda y schools
Uppe -seconda y schools
Voca ional schools
Highe educa ional ins i u ions
O he . Please, speci y.
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3. In which a eas do you collabo a e wi h educa ional ins i u ion(s):
Lowes Highes
1
2
3
4
5
Teache aining
Language educa ion
T ansla ions o documen s
In e p e a ions
Counselling se ices
Resea ch ac i i ies
Educa ional p ojec s
O ganiza ion o e en s
O he . Please, speci y.
4. Wha ac i i ies does you o ganiza ion coope a e in:
Lowes Highes
1
2
3
4
5
Semina (s)
Wo kshop(s)
Con e ence(s)
Counselling
O he . Please, speci y.
5. Wha opics does you o ganiza ions coope a e on:
Lowes Highes
1
2
3
4
5
In e cul u al Educa ion
Regula ions on educa ion o s uden s o o eign o igin
Communica ion be ween s uden s wi h di e en mo he
ongue and eache s
Communica ion be ween amilies o s uden s wi h di e en
mo he ongue and eache s
Cou ses o xx (espaol/i aliano/češ iny) o s uden s
Cou ses o xx (espaol/i aliano/češ iny) as a second
language o eache s
O he . Please, speci y.
6. In he ollowing ac i i ies, please, indica e, he equency o coope a ion wi h pa en s o
s uden s wi h di e en mo he ongue:
Lowes Highes
1
2
3
4
5
Cou ses o (espaol/i aliano/češ iny) o pa en s
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Discussions/cou ses abou he educa ion igh s
Cou ses/wo kshops abou he (Spanish/I alian/Czech)
cul u e
T ansla ions o educa ional documen s o amilies
O he . Please, speci y.
7. In he ollowing ac i i ies, please, indica e, he equency o coope a ion ela ing o aining
o u u e eache s (i.e. s uden s o Facul ies o Educa ion):
Lowes Highes
1
2
3
4
5
In e cul u al educa ion
T aineeships
Pa icipa ion a con e ences/ semina s o uni e si y
s uden s
Didac ics o (espaol/i aliano/češ iny) as a second
language
O he . Please, speci y.
8. Indica e ools which you use o communica ion wi h educa ional ins i u ions:
Lowes Highes
1
2
3
4
5
Emails
Regula pos
Social ne wo ks ( wi e , acebook, e c.)
Media campaign (e.g. adio, TV, o he websi es on In e ne ,
e c.)
Pe sonal isi s and sel -p omo ion
O ganiza ion o e en s
In o ma ion ans e ed h ough o he go e nmen al bodies
Telephone Calls
O he . Please, speci y.
III Coope a ion in he a ea o eache aining
9. Indica e, how o en you o ganiza ion coope a es on eache aining ac i i ies wi h:
Scale
Lowes Highes
1
2
3
4
5
Fu u e eache s - s uden s
In-se ice eache s
Teache educa o s
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1: low o no coope a ion
2: andom coope a ion
3: equen coope a ion
4: e y equen coope a ion
5: cons an coope a ion
10. Indica e, wha p io i y, acco ding o you, should ha e he ollowing opics du ing eache
aining:
Lowes Highes
1
2
3
4
5
In e cul u al educa ion
Media ion in con lic esolu ion
P omo ion o posi i e con lic managemen
De elopmen o equal oppo uni ies
Communica i e skills
P omo ion o communi y pa icipa ion
Facili a ion o sha ed and e lec i e lea ning
P omo ing he unde s anding o di e ences
Suppo in o e coming p ejudices.
Me hods and linguis ic suppo esou ces o s uden s wi h
di e en mo he ongue
P inciples and me hods o including s uden s wi h di e en
mo he ongue a school
Communica ion wi h pa en s and i s coo dina ion
Scale
1: none p io i y
2: low p io i y
3: middle p io i y
4: high p io i y
5: he highes p io i y
11. Indica e, wha a e, acco ding o you, he causes o academic ailu e o s uden s wi h
di e en mo he ongue:
Lowes Highes
1
2
3
4
5
School igno ance o he new mul icul u al eali y
Lack o eache aining
Low sensi i i y o eache s o his p oblem
Low sensi i i y o educa ional ins i u ions
S uden s` lack o he language o schooling
Di e en educa ional cul u e
Di icul ies in p e ious schooling
Lack o eaching s a
Scale
1: no impac
2: low impac

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3: middle impac
4: high impac
5: e y high impac
12. Indica e, o wha ex en is you o e o eache - aining ac i i ies acc edi ed by
esponsible o gan (e.g. Minis y o Educa ion)?
1
2
3
4
5
Scale
1: none o hem
2: some o hem
3: hal o hem
4: almos all
5: all
13. On he scale om 1 o 5 (whe e 1 is e y sa is ied, 5 e y unsa is ied) indica e he le el o
you sa is ac ion wi h you cu en coope a ion wi h schools.
1
2
3
4
5
14. In you opinion, wha a e he main ba ie s o inclusion o second-language s uden s in
schools?
15. Wha conce ns he a ea o linguis ic di e si y, in wha opics, acco ding o you, do
eache s need mo e aining?
16. In you opinion, wha can be done o make coope a ion be ween schools and you NGO
mo e e icien and smoo he ? (Please, i possible, speci y in ela ion o eache aining.)
I you wish o exp ess any commen s o sugges ions, please do so below:
_____________________
Thank you o aking he ime o comple e his su ey. We uly alue he in o ma ion you
ha e p o ided.
I you wan o be in o med abou he esul s o his su ey, please, ill in you email he e: _
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II Fo m o an in e iew
Yea s o p ac ice:
Expe ience a he le el o educa ion (e.g. p ima y school, lowe -seconda y school e c.):
1. How o en do you encoun e s uden s wi h di e en mo he ongue in you classes?
2. Wha a e he challenges you ace while educa ing hese s uden s? And how do you deal
wi h hese p oblems?
3. Wha p oblems, do you hink, child en hemsel es ace?
4. How ha e you been p epa ed du ing you ca ee o each pupils wi h a di e en mo he
ongue?
5. In you opinion, do eache s need o be specially ained in his a ea? And why?
6. A wha poin o a ca ee , should be a eache augh abou his issue?
7. Do you ha e he chance o each ou o someone in c isis si ua ions o si ua ions you do no
eel con iden o sol e alone? To who do you ask o help?
8. Wha is you opinion abou non-p o i o ganiza ions as one o he pa ne s in educa ion?
9. Do you ha e any awa eness o non-p o i o ganiza ions ha deal wi h he opic o
educa ing pupils wi h a di e en mo he ongue and o e co-ope a ion o schools / eache s?
How did you lea n abou hese o ganiza ions?
10. Ha e you e e coope a ed wi h a non-p o i o ganiza ion? And i so, wha is you
expe ience.
11. Would you make use o help o coope a ion om a non-p o i ins i u ion? And why?
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III Da abase
Collec ed da a we e placed o a p i a e google disk. The pe mission o upload he da a
can be gi en upon eques . Feel ee o add ess he PhD candida e:
[email protected].
I em
Loca ion
Collec ed da a om a ques ionnai e
- quan i a i e pa
P i a e google disk
Collec ed da a om a ques ionnai e
- quali a i e pa
P i a e google disk
Collec ed da a om in e iews -
quali a i e pa
P i a e google disk