Title: RAISING THE ACHIEVEMENT OF ALL LEARNERS IN INCLUSIVE EDUCATION
Type of the resource: OTHER
Funded by: The European Commission
Authors: European Agency for Special Needs and Inclusive Education
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Higher 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?)
To examine and underline the most appropriate approaches that can help learning centers and schools to adopt organisational improvements and enable school leaders to increase the levels of achievement for all learners.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The indicators that helped to access the topic and provide results are:
1. standardized, high-stakes tests
2. feedback from teachers
3. self- and peer assessment
Sources and means of verification: (What are the sources of information for these indicators?)
There was an inclusive framework developed by Florian and Spratt in 2013, that can be used as a tool to analyse inclusive pedagogy approaches implemented by teachers.
Risks and Challenges:
The initial situation in the schools is still different depending on the country /location. Rules and norms can vary, relationship among students and social climate are also different. School equipment and machinery might be unequal, as well. Moreover, limited budget and poor governmental support exist.
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?)
This review is particularly focusing on minimization of the gap between higher and lower achievers in education centers and schools through collaborative approaches.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The study has stated that the process of organisational learning and cultural change in schools enables successful school improvement. This process also entails applying inclusive pedagogical principles and quality teaching that is based on personalized learning. Strong and supportive leadership is also crucial in promoting inclusive change.
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?
Lack of motivation from parents and children without disabilities to work on common social climate in schools and other learning centers.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
By implementing strategy outlined in this review, achievement of all students is expected to be improved. It can be reached by establishing professional communities in schools, developing skills and knowledge of teachers and by providing technical resources and equipment.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
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?)
- Being able to draw attention to inclusive education in order to support and retain high quality teachers
- Get support from governmental bodies to afford equipment that can guarantee effective classroom learning for all students
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?)
This review aims to:
1. Learn actual organizational structure of schools
2. Research what can be done at the school level in order to improve its structure
3. Control changes and complex approaches that are being adopted at schools as a result of above-mentioned researches
4. Focus on leadership of students and on-going processes of improvement
5. Systematically follow these steps towards on-going progress
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?)
Diverse researches, projects and tests conducted on schools level.
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 special pre-conditions required.
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