Inclusive education: why?
• The so-called "minority majority" communities (cities such as The Hague,
Vienna, Malmo) suffer from below-average school performance and high
school drop-out rates.
• "The student" does not exist; all stories must be heard and considered.
• Gap between teacher and student population
• Creating a learning environment in which every student has the
opportunity to develop their talents (sense of belonging)
• Use diversity in school; see it as a strength. Create a safe learning
environment and share stories...
The Multinclude project
• Multinclude project (Multiplying Evidence-Based Strategies for Inclusion)
supports educational organizations to deploy strategies to create inclusive
environments for youth, in order to encourage their further educational
• Multinclude detects and analyses inclusion ideas and proven practices
that have the potential to inspire learning community and be multiplied
with small investment.
• It provides platform for exchange of inclusion strategies simultaneously
scoring their impact
• Kinderuniversität Wien (Austria)
• Malmö Universitet (Sweden)
• Haagse Hogeschool (The
• ECHO (The Netherlands)
• ESHA (The Netherlands)
• Dschola (Italy)
• KIC (Malta)
The process of collecting data about cases
• Definition of a template, often used as an 'interview track
• Administrative aspects, curricular and pedagogical changes are analysed.
• Emphasis on specific context (cultural and non-cultural): type of education and system,
type of under-representation, reference framework, evaluation, resources, etc.
The process of collecting data
• Not always 100% evidence-
based; many initiatives
have come from the bottom
up and are relatively new.
• 70+ cases collected and
with the story of the
protagonists, available on
line in a database
• 7 cases have been identified
as particularly significant,
including, for example, the
following: No Bad Kids -
CaffeLatte – UniClub
NO BAD KIDS (Hungary)
• Aimed at students with "problematic behavior"
in the classroom
• Teachers feel that they do not have the
necessary theoretical and practical knowledge to
support those children (without a formal
• Urgent to avoid early school leaving
• Holistic approach: children, parents, educational
and non educational experts involved.
• Training and mentoring program
• Support for children and schools; building
commitment and close relationships
• Sustainable; helping children not to get
discouraged and not to drop out of school
• The director of the school is a crucial factor
• Fight the radicalization and racism among multi-ethnic
groups in the classroom
• Collaboration among students, educators, experts and
• Give voice to the experiences of foreigners, second
generation migrants and Muslim students
• What problems do they encounter in their social
contexts? Family relationships, potential risks, ...
• Supporting secondary school students to deal with the
double cultural identity (Italian and from where they
• Tackling and combating exclusion and marginalization in
society (and at school)
• Promoting historical and mutual knowledge as a tool
against isolation and conflict
• Long-term objective: to tackle and combat racism in
• Support newly arrived refugees and young
migrants in the education system (target 13-19)
that fight with the language and/or the Austrian
educational system, cultural, cultural context.
• First contacts with NGOs and civil society
organisations. Peer contacts are very important.
• Volunteer students and students in education
science (teacher has a key role).
• Physical place (LernClub) to meet and study,
buddy system (StudyBuddy) with the training
science student (ratio 1:1) 1-3 hours per week
to work on assessments and tasks
• Half-day workshops / excursions at the
University of Vienna and other organizations
(twice a month; 15-50 participants)
Theoretical framework: Equity in Education – OECD
• Equity in education means that schools and education systems provide equal
learning opportunities to all students (...)
• Equity does not mean that all students obtain equal education outcomes, but
rather that differences in students’ outcomes are unrelated to their
background or to economic and social circumstances over which students have
no control. (…)
• Equity in education also demands that students from different backgrounds
are equally likely to earn desirable post-secondary education credentials, such
as university degrees, that will make it easier for them to succeed in the labour
market and to realise their goals as adult members of society
Analysis: Theory of Change
The cases were analysed
using the "Theory of
Change" methodology to
assess the extent to
which the objectives
The #Multinclude Inclusion Matrix
Multinclude Matrix for Inclusive Education
• The matrix is designed for self-assessment and to raise awareness for more
inclusive school setting.
• Online and offline Version
• Each Dimension includes a unique set of Items, which are divided into 4
• Choose the dimension(s) you are interested in, transfer the results to the
evaluation sheet by colouring the corresponding flag. Take the colour for
“yes”, another colour for “can’t say” and leave “no” uncoloured
• Design - with the help of your matrix results - your own vision statement for
• For further inspirations take a look at the detected Multinclude cases
Intellectual and Social Development
Offering the best possible course of study for the context in which education is offered.
Purposely developing and using educational resources to enhance student’s learning.
Paying attention to the cultural differences diverse learners bring to the educational
experience and how those cultural differences enhance the teaching and learning
Creating a welcoming classroom environment that engages all of its diversity in the pursuit of
individual and collaborative learning.
#Multinclude Inclusion Matrix – 4 Aspects
The workshops with the teachers for validations
The «paper» version of the
Further #Multinclude offers
Pathway to Inclusive Education MOOC
The cases presented by the protagonists
The Learning Community: Join us!
THANK YOU FOR
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