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How much is your school inclusive? Idea from the Multinclude proejct

Presentation for Future of Education 2020 about the results of the Multinclude project and the Matrix of inclusion developed.

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How much is your school inclusive? Idea from the Multinclude proejct

  1. 1. How much is your school inclusive? Ideas from Multinclude project Eleonora Pantò, Associazione Dschola Future of Education conference - June, 18th 2020
  2. 2. Our approach to inclusive education
  3. 3. “I don’t see colour, because everybody is equal to me”
  4. 4. www.multinclude.eu
  5. 5. Colorblind • Denying reality • Equality • General Colorbrave • Acknowledges reality • Equity • Diversity
  6. 6. Be brave!
  7. 7. 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...
  8. 8. The #Multinclude Project
  9. 9. 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 pathways. • 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
  10. 10. #Multinclude’s Partners • Kinderuniversität Wien (Austria) • Malmö Universitet (Sweden) • Haagse Hogeschool (The Netherlands) • ECHO (The Netherlands) • ESHA (The Netherlands) • Dschola (Italy) • KIC (Malta)
  11. 11. The Multinclude structure
  12. 12. Detect cases: the process
  13. 13. 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.
  14. 14. The process of collecting data about cases • Not always 100% evidence- based; many initiatives have come from the bottom up and are relatively new. • 70+ cases collected and cross-referenced, detailed 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
  15. 15. 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 diagnosis). • 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 video: behaviour-changing-educational-model-for-schools/
  16. 16. CaffeLatte (Italy) • Fight the radicalization and racism among multi-ethnic groups in the classroom • Collaboration among students, educators, experts and cultural mediators • 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 come from) • 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 different contexts video: multiethnic-integration-in-school/
  17. 17. UNICLUB (Austria) • 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) video supporting-young-refugees-in-austrian- educational-system/
  18. 18. The analysis of the cases
  19. 19. 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 p.22
  20. 20. Analysis: Theory of Change The cases were analysed using the "Theory of Change" methodology to assess the extent to which the objectives were achieved.
  21. 21. content/uploads/sites/23/20 20/05/Multinclude- Analysis-publication-2.pdf
  22. 22.
  23. 23.
  24. 24. T
  25. 25. The #Multinclude Inclusion Matrix
  26. 26. 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 different Aspects • 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 your school • For further inspirations take a look at the detected Multinclude cases
  27. 27. Intellectual and Social Development Offering the best possible course of study for the context in which education is offered. Educational Resources Purposely developing and using educational resources to enhance student’s learning. Cultural Differences Paying attention to the cultural differences diverse learners bring to the educational experience and how those cultural differences enhance the teaching and learning environment. Classroom environment Creating a welcoming classroom environment that engages all of its diversity in the pursuit of individual and collaborative learning. #Multinclude Inclusion Matrix – 4 Aspects
  28. 28. The workshops with the teachers for validations
  29. 29. The «paper» version of the matrix
  30. 30. The final evaluation sheet
  31. 31. The «online» version of the matrix
  32. 32. Online Questionnaire
  33. 33.
  34. 34. Further #Multinclude offers
  35. 35. Pathway to Inclusive Education MOOC Mooc: registration/
  36. 36. The cases presented by the protagonists
  37. 37. The Learning Community: Join us!
  38. 38. THANK YOU FOR YOUR ATTENTION You can download this presentation at:
  39. 39. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under a Creative Commons Attribution ShareAlike 4.0 International License. You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following conditions: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological