The Academy of Arts and Culture
of the Josip Juraj Strossmayer University of Osijek
organizes and invites you to
the 2nd International Artistic and Scientific Conference
Persons with Disabilities in Arts, Science and Education
Osijek, 2nd and 3rd December 2021
Ministry of Science and Education
Ministry of Labour, Pension System, Family and Social Policy
Ministry of Culture and Media
Co-organizers (in alphabetical order)
Croatian Academy of Sciences and Arts, Centre for Scientific Work in Vinkovci
Faculty of Education of the Josip Juraj Strossmayer University of Osijek
The University of Montenegro Music Academy
Faculty of Teacher Education, University of Zagreb
Teacher Education Faculty, University of Belgrade
Education and Teaching Training Agency
UNIMA Education, Development and Therapy Commission
The Office of the Ombudsman for Persons with Disabilities
Inclusive Policies and Practices
Inclusion, observed in the broadest sense, refers to the processes that support the participation of people with disabilities and children with developmental difficulties in the communities in which they live or work. We want to encourage scientists and artists from different fields to research, question and reflect on what are the explicit and implicit policies related to inclusion, how achievable or accomplished they are and how they exist in the practice of artistic, cultural, scientific, educational and all other fields and life situations that determine the activities and actions of people with disabilities and children with developmental difficulties. By focusing on inclusion policies and practices, we encourage reflection on where they can go in the future, with the aim of achieving greater equality and inclusion of people with disabilities in society at all levels and in all areas. We initiate and invite research on the educational reality of both general and art education. We want to create a platform for joint co-creation of ideas, to act proactively in improving the status, inclusiveness and equal rights of all members of society under equal conditions. By expecting scientific knowledge and answers, and hoping for examples of good practice, we also hope for concrete proposals for future supportive policies that will strongly influence practices aimed at greater inclusion of people with disabilities and children with developmental difficulties in modern society, which will, hopefully, contribute to a better perspective, shaping and organizing a highly inclusive society.
Implicit and explicit inclusion policies and practices
Inclusion policies and practices in arts
Inclusion policies and practices in culture
Inclusion policies and practices in art education
Inclusion policies and practices in general education
Policies and practices of creative therapeutic activities
Inclusion policies and practices in different aspects of society
Dr. Dejana Bouillet, Full Professor in Tenure
Faculty of Teacher Education, University of Zagreb, Croatia
Early and Preschool Education as a Resource for Social Inclusion of Children
“Education is the most powerful means of achieving social and economic change, especially when it involves all its citizens, because the world of tomorrow presupposes complex and dynamic changes with shared responsibility. Education is therefore a social and economic investment with the largest and most lasting return….”
National Development Strategy until 2030
Early childhood education and care (ECEC) system is in a unique position to provide appropriate support to children of early and preschool age by timely detection of difficulties, ensuring conditions for the prevention of their unwanted consequences and providing immediate support to children and their families. Therefore, the European Commission in its Recommendation on High-Quality ECEC System (2019) emphasizes that participation in ECEC is a key tool for preventing social exclusion and ensuring equal educational opportunities. Achieving this goal is possible if the ECEC is part of integrated public policies aimed at protecting the rights of children and if it provides mechanisms that will improve the educational outcomes of all children.
However, there are a number of challenges involved. First of all, the accessibility of ECEC in many countries has not yet reached the expected level and many children are not covered by it. Furthermore, the age at which children can join the ECEC program generally does not include the first year of life, which is crucial for the development and future outcomes of children with disabilities. Finally, the question of the quality of the ECEC program and its compliance with the needs of children remains open.
This presentation focuses on the analysis of the Croatian ECEC system with regard to its capacity to adequately contribute to the social inclusion of children with disabilities. The analysis is based on the results of the scientific project “Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions” funded by the Croatian Science Foundation. Based on the assessments of educators and parents of children in 65 kindergartens representative of the Republic of Croatia, the proportion of children with disabilities in this population was identified, as well as the ways in which their needs are met in ECEC institutions.
In conclusion, the need for changes at the level of public policies that would ensure the accessibility of the ECEC with the components of early intervention and their connection with other systems of protection of children with disabilities is argued.
Dr. Jerneja Herzog, Associate Professor
Faculty of Education, University of Maribor, Slovenia
Analytical Presentation of the Development of Artistic Abilities in Children from Different Groups in Inclusive Schools
In modern schools with an inclusive school policy, the emancipation of children with special needs is one of the key goals. It focuses on ensuring equal rights and opportunities for every pupil to successfully develop, progress, cooperate and socialize with their peers, regardless of their predispositions. This, however, necessarily requires constant adaptation of the school environment, teaching and education strategies. Above all, it requires knowledge of the specifics of the child’s development, even when we are talking about developmental deficits. Artistic creation expresses personality traits, where each art product reflects personal thought processes, experiences and responses, and differences can be very welcome. Since fine art encompasses several different directions and allows varied modes of expression, each child shapes their own artistic expression. It thus successfully implements the concept of inclusion and can therefore be attributed the role of a factor in the emancipation of children with special needs.
In the lecture, we will address questions covering the level of individual factors in artistic development and artistic appreciation among children with special needs and compare these with the achievements of children with normal development. The answers will allow us to research and study the field of emancipation of children with special needs in inclusive schools. In the concluding section, we will highlight the role of fine arts as offering pedagogical benefits and the opportunity that (fine) art can play when understood as a factor in emancipation and not just as a factor that positively affects the artistic development of children.
Vytautas Magnus University, Academy of Education (Lithuania)
Freely Integral Perspective of Inclusive Arts Education: Values and Principles
The theoretical analysis of the change of educational paradigms in various educational environments (special school, special class, learning at home, integration and successful, yet episodic inclusions at school / class), the situational diversity of the content of education and methods create preconditions for adhering to the integral perspective of education paradigm. After a review of the philosophies which presupposed the search for the coherence between the paradigms of classical and free education and the major ideas of teaching psychology based upon them, connected with the perspective of special and inclusive arts education, it is possible to design the theoretical basis of special arts education grounded by the freely integral interaction of arts education (FIIAE) leading towards the inclusive education illustrated by the following ideas: in the postmodern pedagogy under the conditions of special and inclusive arts education there is an assumption for a teacher’s free choice, coordinated with the student’s needs and educational situation, between the classical and free education paradigms, when the teacher freely chooses the methods and means that are the most appropriate for the student, adjusts to the situation and designs educational situations and their sequences. The student is surrounded by the natural or designed learning environment which is close to his/her nature and the least restrictive environment in respect to ensuring of special educational needs. It may be perceived cognitively or by means of senses. It may be expressed spontaneously, emotionally or planned.
The objectives and principles of inclusive arts education of students with special educational needs are based on the human values and social meaning. The integrity of pedagogical interaction of arts education for students with special educational needs manifests by an emotional, empathic and personally meaningful connection between a student and a teacher, which is acceptable to and valued by families and the society. The main principles of inclusive arts education discussed in the research paper are: emotional positivity, humanistic morality, integrity of arts education content, complex applied methods, verbal and non-verbal reflections of the student, personal and social meaning of arts education.
Dr. Tihomir Žiljak, University of Zagreb, University of Osijek
Inclusive dimension of lifelong learning
The presentation deals with the relationship between lifelong learning and inclusive policy for people with disabilities. The first part analyzes the concept of lifelong learning and the application of this concept in educational policy processes. The emphasis is on the educational barriers that people with disabilities have and the opportunities for their inclusion in various forms of education and learning provided by this concept. There are dispositional, situational and institutional barriers for people with disabilities and different understandings of inclusiveness, equity and equality within lifelong learning. This section briefly analyzes the basic elements of inclusive policies and the importance of education and learning within these policies. Different approaches are presented through key Croatian documents and documents of international organizations (UNESCO, OECD, EU).
The second part of the presentation analyzes the validity of this conceptual framework for describing the educational inclusion of persons with disabilities in Croatia. The analysis is based on data from previous research, analyzes conducted by the author within The Academic Network of European Disability Experts and the first results of a national survey on barriers to adult participation in lifelong learning. Recent educational goals related to people with disabilities and their connection with the concept of lifelong learning and the barriers that have been observed so far in Croatia are presented.
In conclusion, neglected barriers and untapped opportunities for lifelong inclusion of people with disabilities in various forms of learning are listed.
Tatjana Bertok – Zupković, Full Prof. Art. (Academy of Arts and Culture in Osijek), Dr. Tatjana Ileš, Asst. Prof. (Academy of Arts and Culture in Osijek), Dr. Snježana Barić-Šelmić, Postdoc. Res. (Academy of Arts and Culture in Osijek), Dunja Keža, student (Academy of Arts and Culture in Osijek), Snježana Lustig, MEd (Education and Teaching Training Agency), Dr. Vedrana Marković, Asst. Prof. (Music Academy of the University of Montenegro), Dr. Antonija Matić (Academy of Arts and Culture in Osijek), Dr. Ines Matijević Cakić, Assoc. Prof. Art. (Academy of Arts and Culture in Osijek), Marta Nikolić, MSc (Teacher Education Faculty, University of Belgrade), Lucija Periš, Teach. Asst. (Academy of Arts and Culture in Osijek), Dr. Ksenija Romstein, Asst. Prof. (Faculty of Education Osijek), Marko Sesar, Assoc. for Arts, Mirela Skelac, univ.spec.act.soc. (Education and Teaching Training Agency), Dr. Ivana Stanić, Asst. Prof. (Osijek-Baranja County), Dr. Tihana Škojo, Asst. Prof. (Academy of Arts and Culture in Osijek), Dr. Mirna Sabljar, president of the Committee (Academy of Arts and Culture in Osijek)
Artistic and Scientific Programming Committee:
Dr. Jasmina Bećirović-Karabegović, Assoc. Prof. (Faculty of Philosophy, University of Sarajevo), Dr. Mirjana Baban, Full Prof. in Tenure (Faculty of Agrobiotechnical Sciences, Osijek), Dr. Amir Begić, Asst. Prof. (Academy of Arts and Culture in Osijek), Dr. Anica Bilić, Full Prof. (Croatian Academy of Sciences and Arts), Dr. Sanja Blagdanić, Full Prof. (Teacher Education Faculty, University of Belgrade), Dr. Dejana Bouillet, Full Prof. in Tenure (Faculty of Teacher Education, University of Zagreb), Dr. Davor Brđanović, Asst. Prof., external associate (Varaždin School of Music), Dr. Zlatko Bukvić, Asst. Prof., external associate (Centre for Education T. Špoljar, Varaždin), Dr. Silva Butković Soldo, Full Prof. (Faculty of Medicine Osijek), Dr. Biljana Činčurak Erceg, Asst. Prof. (Faculty of Law Osijek), Dr. Ines Drenjančević, Full Prof. (Faculty of Medicine Osijek), Dr. Matjaž Duh, Full Prof. (Faculty of Education, University of Maribor), Sanela Janković Marušić, Asst. Prof. Art. (Academy of Arts and Culture in Osijek), Dr. Jerneja Herzog, Assoc. Prof. (Faculty of Education, University of Maribor), Dr. Jelena Kovačević, Assoc. Prof. Art., univ.spec.art.therap. (Faculty of Education in Osijek), Dr. Aksinja Kermauner, Full Prof. (Faculty of Education, University of Primorska, Koper), Dr. Jasna Kudek Mirošević, Assoc. Prof. (Faculty of Teacher Education, University of Zagreb), Dr. Dražan Kozak, Full Prof. (Mechanical Engineering Faculty, University of Slavonski Brod), Dr. Livija Kroflin, Assoc. Prof. (Academy of Arts and Culture in Osijek), Dr. Jelena Martinović Bogojević, Assoc. Prof. (The University of Montenegro Music Academy), Dr. Haris Memišević, Full Prof. (Faculty of Philosophy, University of Sarajevo), Dr. Hrvoje Mesić, Asst. Prof. (Academy of Arts and Culture in Osijek), Vuk Ognjenović, Assoc. Prof. Art. (Academy of Arts and Culture in Osijek), Dr. Siniša Opić, Full Prof. (Faculty of Teacher Education, University of Zagreb), Dr. Jasmina Pacek, Assoc. Prof. Art., univ.spec.art. therap. (Academy of Arts and Culture in Osijek), Mira Perić, Full Prof. Art. (Faculty of Education in Osijek), Dr. Krešimir Purgar, Assoc.Prof. (Academy of Arts and Culture in Osijek), Dr. Antoaneta Radočaj – Jerković, Assoc. Prof. Art. (Academy of Arts and Culture in Osijek), Dr. Robert Raponja, Full Prof. Art. (Josip Juraj Strossmayer University of Osijek), Dr. Branka Rešetar, Full Prof. (Faculty of Law Osijek), Dr. Ilija Rumenov, Assoc. Prof. (Iustinianus Primus Faculty of Law, Ss. Cyril and Methodius University in Skopje), Dr. Helena Sablić Tomić, Full Prof. in Tenure (Academy of Arts and Culture in Osijek), Dr. Ana Sarvanović, Asst. Prof. (Teacher Education Faculty, University of Belgrade), Dr. Jasna Šulentić Begić, Assoc. Prof. (Academy of Arts and Culture in Osijek), Dr. Kristina Urbanc, Full Prof. (Faculty of Law, University of Zagreb)
- oral presentations (15 minutes for presentation and 5 minutes for discussion)
- concerts, exhibitions
- panel discussions
- good practice displays of working with persons with disabilities
- demonstration workshops (45 minutes for workshop)
Official languages of the Conference: Croatian / English
Participants with paper(s) 500,00 HRK/ 70,00€
Postgraduate students 400,00 HRK/ 60,00€
Participants without paper(s) 300,00 HRK/ 40,00€ (The number of participants is limited)
Persons with disabilities do not have to pay the registration fee.
The registration fee includes taking part in the conference, access to all events, conference material, and refreshments during the conference.
Registration fee payments must be made by 1 November 2021 at: Akademija za umjetnost i kulturu u Osijeku (Academy of Arts and Culture in Osijek), K. P. Svačića 1f, Osijek
IBAN: HR7323600001102689236 OIB (Personal Identification Number):60277424315
In the payment description, please state: Registration fee for taking part in the Conference, name and surname of the person for whom the registration fee is paid and OIB (Personal Identification Number).
Deadline for submitting abstracts in Croatian and English: 31 October 2021
Notification of acceptance: 5 November 2021
Deadline for submitting the paper: 1 March 2022
Papers submitted outside the deadline will not be considered for review and publication.
Positively evaluated papers will be published in the Conference Proceedings, which will be published in September 2022. Each author will receive a copy of the Conference Proceedings.
Contacts for communication:
Dr. Mirna Sabljar (email@example.com; phone: 098 585 742),
Tatjana Bertok – Zupković, Full Prof. Art. (firstname.lastname@example.org; phone: 099 264 0682),
Dr. Tatjana Ileš, Asst. Prof. (email@example.com; phone: 098 811 909)
Applications should be submitted to the following Conference e-mails:
The Conference is planned to be held live.
In case of an extremely unfavourable epidemiological situation, the organizers reserve the right to change the way the Conference is held.
In case of an extremely unfavourable epidemiological situation, the organizers reserve the right to change the date of the Conference.
All registered participants will be notified in a timely manner on possible changes, and the notification will also be posted on the official website of the Conference on the website of the Academy of Arts and Culture in Osijek.
Estimated dates for submission of papers and estimated deadlines for publication of the Conference Proceedings will not change regardless of the epidemiological situation and possible changes in the date and manner of the Conference.