Inclusive Schools II is an international project run between 15 January 2021 and 14 July 2023 by the British Council in the partnership with CESIE from Italy, ESHA from the Netherlands, InterActing UK from the United Kingdom, Lifelong Learning Platform from Belgium and Universidad de Granada from Spain. The project is built on the idea of scaling up good practice around training in inclusive education, leading to changes in policy, practice and culture at school, local and national levels. It will enable teachers – both serving and in their student years - to develop and implement inclusive education practices with confidence, and school leaders to both develop inclusive policies and structures, and support teachers to develop inclusive practice. We intend for teachers and school leaders taking part in the project to become role models for others, so influencing practice and policy at local, regional and national levels. Inclusive Schools II will also have impact on learners and families, policy makers, local authorities and ministry staff, higher education institutions, and organisations with an educational focus at local, regional, national and European levels.  

The vision of the Erasmus+ funded Inclusive Schools II project is to significantly increase the knowledge and skills of school leaders, teachers and student teachers to work inclusively with the increasing range of diverse learners in their schools. Taking an inclusive approach means creating learning environments where every student has an opportunity to succeed, develop talents.

The project's ambition is to:

• increase the number of school leaders and teachers trained in inclusive education policy and practice

• deepen these educators’ knowledge and understanding of inclusive education policy, practice and culture 

• enhance the skills of teachers and school leaders working inclusively in schools

• strengthen leadership of inclusive education in schools

• facilitate enhanced cooperation within the school community (parents, students, school staff) and with a wider spectrum of education stakeholders

• increase the confidence and motivation of school leaders to lead the implementation of inclusive education, and of teachers to implement inclusive pedagogies

• influence policy change at school, local, regional and national levels

• increase the positive momentum of change initiated by Inclusive Schools I.

INCLUSIVE SCHOOLS II AND THIS WEBSITE HAVE BEEN FUNDED BY THE EUROPEAN UNION’S UNDER ERASMUS + PROGRAMME. THE CONTENTS OF THIS WEBSITE ARE THE SOLE RESPONSIBILITY OF THE AUTHOR AND CAN IN NO WAY BE TAKEN TO REFLECT THE VIEWS OF THE EUROPEAN COMMISSION.

Activities

• Development of specific face-to-face training courses that address the challenges listed above for school leaders and teachers.

• Effective support for school leaders’ development focusing on leadership of inclusive schools, and teachers’ professional development focusing on understanding and implementing inclusive pedagogies.

• Development of a MOOC designed for student and newly qualified teachers that is an effective introduction to inclusive education and will give them a level of confidence about their ability to work in diverse settings.

• Effective online support for student and newly qualified teachers participating in the MOOC.

• Providing the tools for effective communication and sharing of good inclusive practice amongst schools and institutions in Europe.

• Influencing national and EU policy agendas with the aims of developing inclusive education policy and practice; and encouraging commitment to and investment in enabling effective learning, health and psychosocial wellbeing for all students.

 

Aims and Objectives

The project will achieve its aims and objectives by developing three training strands: 

  • a face-to-face course specifically for school leaders;
  • a face-to-face course for serving teachers; 
  • a Massive Open Online Course (MOOC) for students and newly qualified teachers. 

Partners with expertise in each area will take responsibility for developing the courses, which will be based on the good practice laid down in the Education Pack from Inclusive Schools I, and good practice in relation to both continuing professional development (CPD) for educators and MOOCs. Face-to-face courses will be delivered by a team of international trainers from each partner country, who will themselves be trained to facilitate each course. The project will include a thorough quality assurance framework and external evaluation process, as well as a detailed exploitation plan to open dialogue about inclusive education between the school communities involved, other schools, local officials and policymakers at national level. The project will identify role models who exemplify good practice to act as influencers of change locally and nationally.

The rationale of the project is that by providing high-quality, effective professional development tailored to the needs of each particular group of educators (school leaders, teachers student/newly qualified teachers), they will develop the in-depth knowledge, understanding and skills, plus motivation and confidence, to lead the development and embedding of inclusive policy, practice and culture in their classrooms and schools. With this experience and confidence, they will become role models for their peers and influencers of policy and practice both locally and nationally. In order for the project to maximise its success, particular attention will be paid to how:

• best practice in relation to CPD is used as a basis for the face-to-face courses

• best practice in relation to MOOCs is used in the development of the MOOC

• trainers are trained to set up and manage action research elements of the face-to-face courses

• the MOOC is set up to provide ongoing support and opportunities for discussion whilst it is running

• course participants’ progress, in order that role models can be identified

• results are shared with policy makers, particularly by role models

Stakeholders

• School leaders

• Teachers

• Student/newly qualified teachers

• International trainers

• Higher education institutions responsible for initial teacher training

• Policymakers and public authorities' staff (EU institutions, ministries, local authorities)

• Institutions and organisations of educational focus at a local and European level.

Expected results

 Three high-quality courses, tailored for different groups of educators, designed using relevant best practice principles. 

• An international pool of 12 trainers, who will act as multipliers, equipped to deliver CPD courses to school leaders.

• An international pool of 12 trainers, who will act as multipliers, equipped to deliver CPD courses to teachers.

• 130 school leaders with the knowledge and confidence to lead the implementation of inclusive education in their school.

• 120 teachers with the knowledge and confidence to embed inclusive pedagogies in their classrooms and to support the school leader with next steps in the school’s journey.

• Indirect engagement of 10,000 learners, through changes to policy and practice in their schools.

• 12 school leaders and teachers able to act as role models for their peers, and to influence policy makers both locally and nationally.

• A comprehensive plan for capturing and disseminating learning from the project that leads to impact on policy and practice both locally and nationally.

• An ongoing advocacy group in each country that will focus on influencing the implementation of inclusive education practices in schools and at policy-making level.