Tag Archives: social inclusion

International Conference – “Inclusion in action: a holistic approach to inclusion in schools” – 17 May 23 – Brussels

Learning environments News - 27th April 2023

LLLP, the British Council, Interactive UK, CESIE, ESHA, and the University of Granada invite policymakers, practitioners, teachers, school leaders, and civil society representatives for the international conference, “Inclusion in action: a holistic approach to inclusion in schools”, on May 17th, 2023, in Brussels.

The conference will delve into a fishbowl discussion on European and national policy measures on inclusive education across the EU and will have workshops on inclusive education practices.

In addition, the conference aims to be a networking space for education stakeholders from different EU countries. After the conference, all participants are invited to join in for a networking lunch in the same venue.

What are inclusive schools?

Inclusive schools are schools where each pupil is involved in the learning process, and where talents and inclinations are noticed and valued. Student teachers, teachers, and school leaders support their students throughout.

The Inclusive Schools II project has built on the above-mentioned notions by creating both face-to-face and digital training experiences that support student teachers, teachers, and school leaders in creating an inclusive educational context where no one is left behind.

To register for the conference, follow this link.

To find out more stay tuned on LLLP’s social media through  Facebook; Instagram; Linkedin; Twitter.

Learn more about Inclusion at school

The conference is part of the Inclusive Schools II project .

The project aims to enable teachers – both serving and in their student years – to develop and implement inclusive education practices with confidence.
The project intends for teachers and school leaders to take part in the project to become role models for others, influencing practice and policy at local, regional, and national levels.

We know that inclusive education is essential in changing minds and breaking down barriers in schools. Teachers who join the project will be equipped to make this change happen in their setting.

Browse the project’s website to:

  • Get inspired by the teachers role models working on ways to support inclusion in their teaching.
  • Download the project free to access resources and tools.
  • Visit the MOOC for student teachers and in-service teachers on diverse settings to integrate inclusive practices in teaching!

 

 

LEAD! – PROJECT PILOTING PHASE

EU Projects News - 29th March 2022

The project Specific Learning Disorder no more! (LEAD!) is well underway, ready to launch the pilot program. 

With training materials in English, Romanian and Italian, the pilot testing will take place in Italy and Romania. The process of reviewing educational resources will be conducted both internally and externally.

The internal pilot test leader, IC2 Policoro (“ISTITUTO COMPRENSIVO2 “GIOVANNI PAOLO II“), will carry out, through March-April 2022, a pilot test within the consortium where at least 2 people from each project partner, who were not directly involved in the development of the training material, will participate in testing the functionality of the platform.

The piloting with Schools (external pilots) will be implemented through a Challenge Jam, where pupils, schools, and associated partners will be invited to the testing phase of the project’s training material.

The Challenge Jam is characterised by a series of events organised in the classrooms where students with and without SLD (Specific Learning Disorders), under the guidance of their teachers, will have to solve a problem related to a challenge that a young SLD faces every day at school*. This methodology allows an effective comparison of experiences between different realities, without pushing for competition.  Through May-June 2022, each partner will be responsible for involving 5 classes (of 20 people) for a total of 500 people.

The pilot program seeks to engage the entire classroom, thus gaining the transversal function of raising awareness on SLD. Through implementing this pilot program, not only do we aim to increase standards of education for those with SLDs, we are also committed to promoting diversity and greater social inclusion. This avoids separating classes and accentuating the feeling of “diversity” experienced by children with SLD,

The pilot test will also serve the classmates of students with SLD by raising awareness on the topic and allowing students to step into “the shoes” of a child with SLD, thus increasing empathy and involvement.

All the feedback that the partners will receive during the pilot phases will be analysed and then updated in the project platform.

The LEAD! Project partners will meet in Iasi (Romania) this 29th and 30th of March to discuss the next steps: the train the trainers programme, as well as the #MySkills platform design.

* More specifically, a ‘jam’ can be understood as team-based, loosely structured exercises conducted in a face-to-face environment designed to bring out participants’ creativity for developing innovative solutions to complex problems (Morrison, 2009).

Morrison, K (2009). Outcomes Report: CCi Mainstreaming and RHD Jams. Cultural Science Journal, 2 (1).  

 
   

ESN Survey 2019

From the network - 20th March 2019

The ESNsurvey 2019 has been officially launched and the topic is transversal to all education actors, as this edition is focused on mobility students and their sense of citizenship in political, civil and social actions.

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How affected are the lives of these students after their exchanges? What is the impact of a mobility experience in students who through the programme have the opportunity to meet new cultures, new friends, live in an international environment? With the questionnaire we aim at understanding the difference between these students and those who never had the opportunity to participate in the Erasmus+ Programme. Our research is going to focus on the impact of the abroad experience in the participation of international students in society. Does going abroad make students more engaged at a political, civil, and social level? What are the particular aspects of active citizenship gained through the abroad experience? Does this have an impact on their opinion about the European Union, as the entity that finances the Erasmus+ Programme? And on their voting behaviour? How do these elements interact with each other?

We would like to ask you to spread the 2019 Questionnaire among your organisations as we have several targets that you can reach:

1)  Current Erasmus+ Higher Education participants
2)  Current Participants of other types of Higher Education mobilities
3)  Alumni of Higher Education exchange programmes

4)  Local students who did not or do not consider an exchange

As we are addressing as well alumni and local students since we aim to assess the eventual effect on the long term of participating on a mobility experience, we would benefit a lot to get as many answers as possible from people that you work with.

The survey is very easy to fill, anonymous though we will ask the participants to leave their email so that we can come back to them after the EP elections and understand if they participated.

The survey can be reached at https://esn.org/survey2019

Inclusive Mobility Alliance launched

From the network Inclusion and solidarity News - 18th January 2019

The Inclusive Mobility Alliance project has started!

On the 27th and 28th of September 2018, more than 20 organisations with expertise in the fields of Youth mobility, Higher Education mobility and Disability have gathered in Brussels to start discussing and defining what it means to organise an Inclusive Mobility (aka a mobility that is fully inclusive and allows everybody to take part in it, regardless of their socio-economic background).

Since 2007, the number of students with disabilities taking part in Erasmus+ has been almost stagnating while the number of young people experiencing Erasmus+ exchanges is increasing rapidly. The question of the inclusiveness of one of the flagship EU programmes has been raised much time over the past few years. Despite many efforts made, Erasmus+ is still considered by many as a rather elitist programme.

During a meeting organised at the European Parliament on the 5th of December 2017 and hosted by MEP Damiano Zoffoli (S&D), the stakeholders present agreed to create an alliance of organisations working on the topic of Inclusive Mobility.

https://twitter.com/MobiAbility_Pro/status/1041999906678767617

During the first day, participants had the chance to get to know each other, discover the work of the other organisations as well as some of the good practices already existing on the topic, such as:

They also defined the concept of Inclusive Mobility and brainstormed on the core elements that make a mobility abroad fully inclusive.

During the second day, the partners received Lloyd Huitson, Policy Officer at the European Commission DG EAC, who introduced the EU Commission proposal for the next Erasmus programme 2021-2027, that is currently being discussed at the European Parliament. After a round of questions and answers about its Social Dimension aspects, participants worked in groups to identify what works and what doesn’t work currently in the Erasmus+ programme and came up with realistic solutions on how to improve the future Erasmus programme post-2020.

By the end of the year, the project partners will produce a set of recommendations for policy-makers at all levels (European, National, Regional and Local) on how to make international mobility more inclusive. The Alliance will also be officially created and launched in December 2018 with a long-lasting aim of monitoring EU and national policies as well as advocating for more inclusive mobility programmes. Stay tuned!

The Inclusive Mobility Alliance project is co-funded by JINT, the Flemish National Agency for Youth. For more information, please contact dominique.montagnese@esn.org.

This article appeared first on ESN’s website