LLLP is a partner in the two-year Erasmus+ KA3 Social Inclusion project “INSCOOL II”, aimig at 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. The project will scale up the good practice established in the methodology of the Inclusive Schools I project.
- To promote change in school culture to enable people to live, work and learn together equitably and peacefully, without fear of discrimination or bullying;
- To deepen educators’ knowledge and understanding of inclusive education policy, practice and culture;
- To influence policy change at school, local, regional and national levels;
- To contribute, through promoting a sense of belonging and the common values of respect, freedom, democracy and equality, to the decrease of radicalization.
- National focus groups with school leaders, teachers and student teachers in relation to inclusive education and inclusive pedagogies;
- An international trainers’ event to allow participants to familiarize with the materials of the project and tailor them for their contexts;
- Face-to-face courses for school leaders and teachers focused on changing culture and school practices, supporting the introduction of inclusive policies;
- Piloting training courses for student/newly qualified teachers to collect feedback on the training courses developed.
- Face-to-face course material for the professional development in inclusive education of school leaders.
- Face-to-face course material for teachers to provide them with knowledge and tools to build a more inclusive school community.
- A Mass Open Online Course (MOOC) for students and newly qualified teachers.
- An international pool of 12 trainers, who will act as multipliers, equipped to deliver CPD courses to school leaders and 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;
- 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.