Title: Towards inclusive education. Examples of good practices of inclusive education
Type of the resource: Article
Funded by: European Commission
Authors: Ingrid Körner, Kay Tisdall, Sonja Uhlmann, Bernhard Schmid, Geert Freyhoff, Daniela Rígrová
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This publication analyzes 6 examples of successful inclusive education from European countries. It shows that in all of the examples Guidelines for inclusion settled by UNESCO (2005) are met. In a result, researchers want to draw attention to the steps and resources needed for successful inclusive strategy.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
• Τo provide an environment where each child of every race, gender, class and learning need is truly recognized, accepted and valued;
• Τo create an environment where there is a place for everyone and there is a feeling of belonging;
• Τo develop high positive self-esteem in all children and adults;
• to enable children to be aware of their inter-dependency on each other
Sources and means of verification: (What are the sources of information for these indicators?)
Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. Goals towards universal primary compulsory education were set by the World Summit for Children in 1990 and re-stated in 2002.
Risks and Challenges:
There are differences in studying communities and teacher's skills/ knowledge even among the 6 schools where the observations have been conducted. There was even a school, where children stay only till the 6th grade and then need to start their studies in other schools, where inclusive education is not guaranteed.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To support once again key elements outlined by UNESCO:
1. Clarity of purpose
2. Realistic goals
3. Motivation
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
- Teachers of primary schools in Brcko District were trained to work with students with special needs;
- The support model for children with more severe intellectual disabilities who study in regular secondary schools was established;
- An Inclusive Education Support Team was established in one secondary school that give support to students and their families.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
The contribution made by school and teachers is not enough for successful transition towards inclusive education. The efforts shall be made also by assistants and families. Good examples of inclusion have to be shown to children from the young age. This will build awareness of students' that differences are enriching aspects of diversity.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Teachers shall be taught not only diverse techniques and skills regarding inclusive education, but the complete transformation of teacher's role in the classroom shall be considered towards full inclusion.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The next activities have been implemented during the observations for this research project:
- Public received additional information regarding inclusive education
- Children with special needs who were able to attend general schools have improved their emotional well-being by feeling themselves as an important part of schools community. At the same time, children without disabilities have also developed sense of tolerance and acceptance.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Children with intellectual disabilities and special needs should realize their rights to regular education in schools in their local communities (established legal framework).
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Special attention shall be paid also to the activities organised not only for teachers and school staff, but for other students/peers in the school and even for their parents and volunteers. Only in the case of this complex approach, the outcomes of inclusion will be fruitful.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
- Observation of schools in European countries where inclusive education is in the process of implementation/ development
- Revision of previously published works
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
No specific pre-conditions.
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