Development of the integrated assistance models to the child at institutional and inter-institutional level

Abstract

One of the aims of the Strategic Framework for European Cooperation in Education and Training (ET 2020) includes improvement of quality of education and training and equal opportunities for all, as well as development of social cohesion at all levels. The National Progress Programme for 2014–2020 highlights the necessity to enhance the inclusion of the disabled and other socially vulnerable groups in the education process. Thus, in response to the current challenges and changing public needs, and in order to create conditions for all children to gain education appropriate to their age and needs, school as the main child‘s socialisation institution shall ensure provision of high quality and comprehensive social pedagogical assistance. Only joint efforts of various specialists equipped with relevant knowledge/information and a wide range of abilities can ensure effective organisation and provision of social pedagogical assistance. One of the main conditions in providing social pedagogical assistance is teamwork providing for coordination of the activity of individual specialists, better identification of social assistance needs and development of inter-institutional and cross-section cooperation. The Article provides a draft model of integrated assistance to the child and a peer review. The analysis includes the ways of providing integrated assistance to the child, as well as changes to be made in the process of assistance to the child. The Article is concluded with the discussion where research results are summarised within the context of international research and practical experience.