Strategies for Inclusion

 

Inclusion London meeting
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Making High Quality History and Citizenship Education more Inclusive and Accessible

The project will contribute to making the teaching and learning of history and citizenship at schools more inclusive and accessible for learners with special educational needs and disabilities. It will enhance equity, diversity, and inclusion of educational systems overall, while strengthening the profile of teaching professions and the quality through mobility and cross-border cooperation. The project will last for a total of 36 months, finishing September 2018. EUROCLIO will work with several associations and organizations from six different countries throughout Europe. The Armenian member organization (CIVITAS) participates, as well as schools from Portugal (School Cluster of Montemor-o-Velho), and Slovenia (Zavod za gluhe in ngalusne Ljubliana) and two institutions of higher education from the Netherlands (Hogeschool van Amsterdam) and Norway (Norges Teknisk-Naturvitenskapelige Universitet) to produce tailored educational resources, build the capacity of educators, build more awareness of the importance of inclusive and citizenship education, and create a transferable model on the implementation of strategies for inclusion that can be adapted for use in other subjects as well. While the project addresses all learners, it will concentrate on learners with visual and hearing impairments and learners with behavioural and motivation difficulties in particular.

Project Aims

  • To enhance equity, diversity and inclusion of educational systems overall.
  • To strengthen the profile of teaching professionals and the quality through mobility and cross-border cooperation.
  • To produce tailored educational resources.
  • To build more awareness of the importance of inclusive and citizenship education.
  • To create a transferable model on the implementation of strategies for inclusion that can be adapted for use in other subjects as well.

Expected Outcomes

  • Professional development of educators in inclusive history and citizenship education including increased confidence, greater self-reflective practice and improved methodology on a variety of issues such as classroom organization and community, learning progression, curriculum adaptation, assessment, etc.;
  • Transnational network of innovative practitioners, researchers and civil society actors equipped with a sound knowledge of national, European, and International inclusive education policies relevant for history and citizenship. This network will continue to collaborate on raising further awareness of the importance of inclusive history and citizenship education;
  • Strengthen capacities of partner organisations and affiliates to implement strategies for inclusion in history and citizenship education through teacher training, classroom practice and advocacy initiatives. The partner organisations will gain new competences and expertise that they will be able to further use and develop in their own contexts to bridge the theory to practice gap in the field and enhanced the relevance, effectiveness, and quality of inclusive history and citizenship education locally;
  • Transferable model on the implementation of strategies for inclusion related to the learning of subject specific competences that can be adapted for use in other subjects.

The consortium will work to deliver the following outcomes

Selection of Existing Resources and Recommendations
Needs Assessment
Collection of Practices
Educational Resources
Policy recommendations

FIRST CONCRETE RESULTS

The project has so far resulted in the following outputs:

The analysis report of the selection of existing resources and recommendations

The analysis report of the selection of existing resources in the field of Inclusive History and Citizenship Education was made by the Armenian Center for Democratic Education-CIVITAS, (Armenian-CIVITAS) NGO in close cooperation with the project lead partner EUROCLIO and other consortium members.

This Analysis Report aims to serve the function of a route map to a selection of quality resources in the field of Inclusive History and Citizenship Education for subject teachers, educators, policy makers and a wider audience. This collection of resources has more than 100 entries and the interested users can find teaching and learning materials, articles and reports, books, educational web recourses on History and Citizenship Education. They will also find recourses on recommended approaches and methodology on how to make History and Citizenship Education more inclusive and accessible for all. The document consists of summary reports of selected resources in thematic units such as History Education, Citizenship Education, Recourses for students who are deaf and hard-of-hearing, and Resources for students who are blind and partially-sighed, Resources on Motivation and Learning Barriers and Inclusive Education Recourses. These thematic units were included for the users who are particularly interested in making their History and Citizenship teaching/learning inclusive and of higher quality. The consortium partners strongly believe this collection of existing resources on high quality History and Citizenship Education and Inclusive Education accomplished under “Strategies for Inclusion- Making High Quality History and Citizenship Education More Inclusive and Accessible” (STRA4INC) project with all its limitations can serve as a hands-on tool and a resource database for further reference for teachers, educational practitioners, experts and policy makers to have an easy access to quality resources.

Download the analysis report of selection of existing resources in the field of Inclusive History and Citizenship Education: Analysis Report of Existing Resources and Recommendations

Access the database of the selected resources: Collection of Existing Resources

Report of the 1st phase of the needs assessment

The report of the 1st phase of the needs assessment has been prepared by Manuela Carvalho from the School Cluster of Montemor-o-Velho in close cooperation with the consortium members of the project. This area of the project intended to identify the barriers to the implementation of a high quality history and citizenship teaching and learning for the targeted students, ensuring that the other intellectual outputs corresponded to the needs. Having in mind the time horizon of the project and its transnational nature, the process was unfolded into two stages. The first one aimed at applying a teachers’ online survey and, depending on the results obtained, to apply follow-up interviews.

Thus, the report of the 1st stage of the needs assessment presents the findings of the online survey which have been responded by 193 educators from 33 countries. Considering the characteristics of the target population in this study a convenience sampling was employed being the participant teachers those who volunteered to respond to the questionnaire. The questionnaire consisted of 28 closed questions and one opened, written in English.

The report starts by a "portrait" of the participants' background, regarding their work contexts, experience in teaching the students' target groups and training. A second part presents their perceptions on the existing barriers to teaching students with diverse learning needs in what concerns the administration levels, their practices to teach concepts and competencies and training needed. Consult the report for the conclusions arisen from the results of the teachers’ questionnaire.

Download the report: Preliminary Report Strategies for Inclusion

Erasmus+ Key Action 2
Erasmus+ Key Action 2

Partner organizations

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Portuguese partner SIG

Project managers

Steven Stegers
Programme Director, EUROCLIO - European Association of History Educators

Aysel Gojayeva
Project Manager, EUROCLIO - European Association of History Educators

Judith Geerling
Programme Manager, EUROCLIO - European Association of History Educators

CONSORTIUM MEMBERS

Arie Wilschut (Amsterdam University of Applied Sciences), Manuela Carvalho (Agrupamento de Escolas de Montemor-o-Velho), Lise Kvande (Norwegian University of Science and Technology - NTNU), Aleksandr Shagafyan (Armenian Center for Democratic Education - CIVITAS), Vanja Dolenc (Zavod za gluhe in naglušne Ljubljana), Živa Ribičič (Zavod za gluhe in naglušne Ljubljana)

SPECIAL INTEREST GROUP MEMBERS

Special interest group 1, Motivation and Learner Variability: Elias Stouraiths (Greece), Darejan Dzotsenidze (Georgia), Patrizia Seidl (Germany), Monika Mandelickova (Czech Republic), Paulo Santos (Portugal), Fatima Cabral (Portugal), Steve Johnson (United Kingdom), Elvira Santos (Portugal), Cristina Amaral (Portugal)

Special interest group 2, Blind and Partially Sighted and Deaf and Hard-of-Hearing: Tigran Tovmasyan (Armenia), Lilia Khachatryan (Armenia), Goran Đurđević (Croatia), Kriistina Vaikmets (Estonia), Matjaž Jeruc (Slovenia), Milos Vukanovic (Montenegro), Gulsen Tural (Turkey), Lise Kvande (Norway), Monica Haaseth (Norway)

Public Reports

Public Report SIG Meeting Warsaw
Public Report SIG Meeting Warsaw
Public Report SIG Meeting London
Public Report SIG Meeting London
Public Report of the 1st Transnational Meeting in Groningen
Public Report of the 1st Transnational Meeting in Groningen
Public Report of the 2nd Transnational Meeting in Ljubljana
Public Report of the 2nd Transnational Meeting in Ljubljana
Public Report of the 3rd Transnational Meeting in The Hague
Public Report of the 3rd Transnational Meeting in The Hague