Social and Pedagogical Support for Children with Disabilities in a Diversity Environment: EU Experience

The aim of thematic unit was to explore the interconnection between the development of European societies, political transformations, and the evolution of approaches to supporting children with disabilities.

• Participants analysed the underlying factors and conditions that led to the emergence of modern models of social and educational support within the EU. The discussion addressed the following aspects:

•  historical shifts in societal attitudes and policy approaches — from exclusion and institutionalisation to inclusion and rights-based frameworks;

• the correlation between economic stability in EU member states and their capacity to provide equitable access to services;

• the influence of political will and human rights movements in transforming public perceptions and legal protections;

• a comparative analysis of national support programmes in Western and Eastern Europe.

Through this exploration, students came to understand inclusion not as an isolated educational intervention, but as a multidimensional social process rooted in social justice policy, the care economy, and a broader shift in societal values.

The aim of this thematic unit was to provide participants with a structured understanding of the international legal framework for supporting children with special educational needs (SEN), and to develop their ability to apply these documents in practical educational and social contexts.

The key international sources explored included:

• the United Nations Convention on the Rights of Persons with Disabilities (CRPD);

• European Commission directives and initiatives relating to the rights and support of children with special needs;

• recommendations from the European Union Agency for Fundamental Rights (FRA);

• guiding frameworks issued by UNICEF and the World Health Organization (WHO) concerning children in vulnerable life situations.

Participants analysed how these documents shape inclusive policy and define responsibilities for educators, social workers, and governments. A key insight was that international legal instruments serve not only as ethical and legal benchmarks, but also as operational tools for building effective support systems for children with SEN.

Of particular interest was the experience of EU countries, where international standards are actively implemented through national legislation, mandatory training programmes for professionals, institutional mechanisms of monitoring, and quality assessment of services. This contrast with more declarative approaches in other contexts prompted critical reflection on the gap between policy and practice — and the importance of enforcement, adaptation, and community involvement.

The aim of this thematic unit was to provide participants with a comprehensive understanding of how social and educational support systems for children with disabilities are structured and function in the European Union — from national policy frameworks to the level of schools, families, and community-based services.

Participants explored the architecture of these systems through a multi-layered lens, focusing on:

• the age-specific and needs-based structuring of services;

• the operation of inclusive multidisciplinary teams (e.g. Team Around the Child);

• professional supervision and emotional support for specialists;

• early intervention systems and case management for families.

European instruments studied included:

• the ‘Team Around the Child’ model, successfully implemented in Finland and Belgium, promoting coordinated and child-centred approaches;

• the interagency collaboration framework from the Netherlands, which ensures that education, health and social services work together without duplication;

• EURLYAID platforms, which provide early diagnosis and holistic family-based intervention;

• supervision guidelines developed by WHO/UNESCO/UNICEF as mechanisms for ensuring professional quality and emotional resilience in the workforce.

A key insight from this module was the understanding of support as a systemic and preventive process, rather than an ad hoc response. Participants reflected on the importance of clearly distributed roles, shared goals, and emotional safety — not only for children, but also for the adults involved. The emphasis on the ‘one team – one goal’ principle encouraged a vision of inclusive practice that is both ethically grounded and operationally effective.

The key aim of this thematic unit was to demonstrate the active role of young people in shaping an inclusive society through volunteering, community initiatives, digital campaigns, and social projects. Participants explored how youth-led activities serve as a meaningful contribution to the social support ecosystem.

Key components of the unit:

• International volunteering opportunities (e.g. Erasmus+, European Solidarity Corps);

• Student-led projects in the fields of inclusion and psycho-emotional support;

• Mentoring and peer-to-peer support programmes;

• Digital and educational content created by youth for children with special educational needs (SEN).

Throughout the unit, participants were encouraged to view inclusion not only as a policy priority, but as a shared civic responsibility. The examples from EU countries highlighted how young people contribute by applying soft skills, creativity, leadership, and ethical awareness. This thematic unit became a call to action — shifting students’ roles from passive observers to active change-makers in their communities and professional domains.