Effective inclusion is a crucial issue for a successful education, and one of the priorities of the Erasmus+ Programme. Yet, most inclusion approaches in education focus on the here and now, and are developed for specific groups of learners (e.g., students with disabilities, with special needs, or newly arrived migrants).
“Multi-inclusion”, on the contrary, considers inclusion from a variety of perspectives, including intellectual and social development, educational resources, cultural differences, and classroom environment.
Assessing the grade of multi-inclusion that is present in a school environment requires a review considering all these perspectives, and evaluating teachers’ practices and skills in the fields of access and admission, social interaction, student and teachers’ support, teaching, school leadership, extracurricular activities and community outreach, and assessment and evaluation.
This approach helps schools to cater to various inclusion needs that might be overlooked by a group inclusion approach (e.g., a migrant inclusion programme may not pay particular attention to certain specific needs of a student who is also physically disabled and extremely talented in maths).
The course will introduce participants to the concept and practices related to multi-inclusion by providing training on the Multi-Include method. This method has been developed in the EU-funded “MultInclude” project, and is built on the analysis on over 70 inspiring practices from all over Europe.
As a course participant, you will have the opportunity to assess and comply with the inclusion needs of your students considering their intellectual and social development, educational resources, cultural differences and classroom environment.
After the training, you can also become a member of an already existing community of practice of committed professionals for school provisions that support students at risk of being or feeling excluded to become committed lifelong learners, finish their secondary education and continue at tertiary level.
Concept by: Eszter Salamon
The course will help the participants to:
- Focus on inclusion for present and future educational success and the joy of learning;
- Assess the needs of their students within the Multiple Inclusion framework;
- Evaluate the grade of inclusivity of their school;
- Design a strategic plan to improve inclusion strategies in their school;
- Build partnerships for inclusion inside and outside of the school.
Day 1 – What is multiple inclusion?
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Understanding multiple inclusion;
- Evaluate your school’s inclusion strategies.
Day 2 – Multiple inclusion in your classroom (1)
- Inclusion in admission and access;
- Social interaction for multiple inclusion.
Day 3 – Multiple inclusion in your classroom (2)
- Student and participant support for multiple inclusion;
- Teaching with multiple inclusion in mind.
Day 4 – Multiple inclusion in your school (1)
- Middle management and school leading for multiple inclusion;
- Extracurricular activities and community outreach.
Day 5 – Multiple inclusion in your school (2)
- Assessment and evaluation for multiple inclusion;
- Designing your own inclusion improvement strategy.
Day 6 – Course closure & cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.