Enhancing Latvia’s Early Childhood Preventive System through a Comparative Analysis with Italy

Abstract

This study presents an ongoing comparative analysis of Italy’s inclusive education system, including its early childhood preventive system. Italy is considered among the key countries in Europe for developed inclusive education and intervention systems due to its strong commitment to inclusive services and its demonstrated success in providing high-quality support and intervention to young children with development difficulties. The results of this study will provide valuable insights into the structure, policies and practices of the Italian inclusive education system and – briefly – into the development of a more effective and efficient inclusive early childhood preventive and inclusive education system in Latvia. The study is based on a review of the relevant statutory acts, literature and policy documents. The study highlights the key factors that contribute to the success of the Italian system and identifies best practices that could be adapted and implemented in Latvia. For instance, in cases where a child is diagnosed with learning impairments, a personalized didactic plan is created instead of an individualized learning plan as it is considered a more social approach to addressing learning difficulties. Italy has had extensive experience with the creation of functionally dynamic plans within inclusive education for many years, a counterpart of which can be seen in Latvia. However, the full potential of this approach is not utilized, hence it is important to learn about the practices of other countries in creating such plans. These and other questions are discussed in the analysis in order to improve the quality and accessibility of inclusive education in Latvia and to promote positive outcomes for young children and their families.