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The Social Inclusion Forum (SIF) was established as part of the structures to monitor and evaluate the National Action Plan for Social Inclusion (NAPinclusion) 2007- 2017 and its successor which is currently being finalised. The Department of Employment Affairs and Social Protection convenes this Forum, which is a key element of the government's commitment to consult with all relevant stakeholders, including people experiencing poverty and the groups that represent them in the fight against poverty and social exclusion. The event provides an opportunity for engagement between officials from government departments, community and voluntary organisations and people experiencing poverty. The 2018 Forum was organised with the assistance of the European Anti-Poverty Network (EAPN) Ireland and Community Work Ireland (CWI). This document provides a summary of the proceedings of the 14th meeting of the Forum which took place on Thursday 10th May 2018 at the Aviva Stadium Conference Centre, Lansdown Road, Dublin 4. The theme of the 2018 Forum was ?Social Inclusion in a Changing Environment?. The document includes inputs by guest speakers, which provided a framework for the discussions in the five parallel workshops. The document highlights the common themes which cut across all of the workshops. In addition, a number of overarching recommendations are highlighted for the attention of policy makers.

L'inclusione scolastica, negli ultimi anni, è stata oggetto di numerose ricerche finalizzate ad indagare differenti aspetti di un processo complesso che coinvolge tutta la comunità scolastica. In particolare, in detto ambito sono stati sostenuti e promossi modelli e strumenti per l'etero e l'autovalutazione dell'inclusione a differenti livelli, dalle politiche nazionali alle pratiche adottate dalla singola istituzione scolastica, sino ad arrivare ai modelli per la programmazione e la progettazione dell'attività didattica personalizzata per il singolo studente ed il gruppo classe. Il presente lavoro vuole mettere in evidenza le criticità ed i punti di forza di alcuni modelli di autovalutazione dell'inclusione adottati dalle scuole e sostenuti dalla legislazione vigente alla luce della "posizione" che l'autovalutazione dell'inclusione ha occupato nei RAV (Rapporto di Autovalutazione) . In particolare, il contributo vuole offrire una riflessione sui modelli di autovalutazione delle pratiche inclusive partendo da uno studio di analisi e revisione degli strumenti individuati dal MIUR per la l'autovalutazione dell'inclusione: il P.A.I.- Piano annuale per l'inclusione d'istituto e degli strumenti per la didattica in condizioni di B.E.S. (bisogni educativi specifici) quali il PEI (piano educativo individualizzato) ed il PDP (Programma didattico Personalizzato). Il contributo vuole sostenere un confronto, attraverso la presentazione di risultati di indagine, sulla possibilità di ricercare indicatori maggiormente affidabili nella valutazione dell'inclusione scolastica tramite l'adozione di un modello di autovalutazione multi-dimensionale che tenga in considerazione la peculiarità dei processi inclusivi nel nostro paese dal punto di vista culturale, delle politiche e delle pratiche educative e didattiche. ; School inclusion, in recent years, has been the subject of much research aimed at investigating different aspects of a very complex process which involves the entire school community. In particular, in this context, models and tools for peer and selfevaluation of inclusion have been supported and promoted at different levels, from national policy to practices adopted by each school, up to models for school activity planning and programming for each student and for the entire class. This work aims at highlighting strengths and weaknesses of some self-evaluation models used by schools and supported by current law, especially in consideration of the "role" taken by selfevaluation of inclusion in RAV. More specifically, this study wants to give cause for reflection on self-assessment models of inclusion starting from the analysis and review of those tools identified by MIUR for self-evaluation of inclusion: the P.A.I. (Piano Annuale per l'Inclusione: Annual plan for inclusion) and instruments for teaching with B.E.S. children (Bisogni Educativi Speciali: Special Needs) as the PEI (Piano Educativo Individualizzato: Individualised Education Plan) and PDP (Programma Didattico Personalizzato: Personalised Didactic Plan). This work wants to support the necessity, by showing survey results, of finding more reliable indicators for school inclusion evaluation through the use of a multidimensional selfevaluation model which takes into consideration the peculiarity of inclusive dynamics of our country from a cultural, political and educational point of view.

This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the 'one nation-one people-one language' doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

This thematic issue examines migrants' inclusion in rural communities, contributing to a deeper understanding of the complex realities informing migrant experiences and processes of inclusion and exclusion in rural localities. The studies presented apply different theoretical approaches, all using various qualitative methods, to shed light on daily life experiences and views in rural locations. This editorial discusses the questions raised in the studies and outlines the main arguments of the different contributions assembled in this thematic issue.

Social policies are required to go beyond the compensation of disadvantages obtained by offering goods and services capable of guarantee and widen individual and collective decision-making capabilities. In this sense, capabilities come into play, since they are the elements that relate to freedom and human rights—which are related to all dimensions of human life.Thus, even unemployment might be regarded as a case of capability deprivation, which results in an unaccomplished activation of empowerment processes (Sen, 2004; Nussbaum, 2002).This article deals with the issue of acquiring capabilities that are functional to the inclusion in the labour market. The research this paper refers to is still ongoing; its focus is on the theme of social inclusion of people with disabilities thanks to vocational induction. The Italian context—which is framed by this research into a wider international frame—is still well-advanced, although it runs the risk of ceasing to develop as a result of the current economical crisis ; Le politiche sociali sono chiamate a situarsi oltre la compensazione degli svantaggi offrendo beni e servizi in grado di ampliare e garantire le capacità di scelta individuali e collettive. In questo senso sono chiamate a pieno titolo in gioco le capabilities quali elementi che riguardano anche le libertà, i diritti fondamentali riferiti a tutte le dimensioni della vita umana. Anche la mancanza di un lavoro, dunque, può essere considerata una capability deprivation, un mancato avvio dei processi di empowerment (Sen, 2004; Nussbaum, 2002).Il presente articolo affronta il tema dell'acquisizione di capability funzionali all'inserimento nel mondo del lavoro, presentando una ricerca in fieri che propone il tema dell'inclusione sociale di persone con disabilità grazie all'inserimento al lavoro. Il contesto italiano, inserito nel contributo di questa ricerca in un contesto di più ampio respiro internazionale, resta all'avanguardia, ma corre il rischio, con l'attuale congiuntura economica, di subire una battuta ...

This paper study about basic concept of financial inclusion and its role in providing services to the weaker section of society at reasonable prices with digital mode. Here the study comprises how the digital era seems to one of lower cost prospect which helps in balancing economic and financial aspects, improving employment opportunities further adds national income and economic development of a nation. This paper shows highlights of the vision initiated by Government of India as a provision focuses upon digital empowerment & good governance and the initiatives taken under digital technology in order to spread awareness and its usage among the masses . This paper is descriptive in nature.

El presente análisis sobre retos de inclusión y participación comunitaria se inscribe en el contexto de la crisis financiera y sanitaria global, especialmente en el panorama latinoamericano presentado por el último informe de la CEPAL (2021), donde se realizan una serie de recomendaciones con base a un modelo de democracia desarrollista y de autonomía democrática que posea como fin una mayor equidad y desarrollo humano en la región. La relación entre el principio de autonomía democrática y el acceso a derechos sociales, económicos, políticos y culturales se considerará complementario a los procesos de participación comunitaria y social de carácter no estatal.