Strategies for Inclusion
Making High Quality History and Citizenship Education more Inclusive and Accessible
The project contributed to make the teaching and learning of history and citizenship at schools more inclusive and accessible for learners with special educational needs and disabilities. It has enhanced 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 lasted for a total of 36 months, and it finished in September 2018. EUROCLIO worked with several associations and organizations from six different countries throughout Europe. The Armenian member organization (CIVITAS) participated, as well as schools from Portugal (School Cluster of Coimbra and 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). The consortium worked together 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 addressed all learners, it concentrated on learners from known vulnerable groups, with special educational needs and disabilities. In particular, Blind or Partially Sighted or Deaf or Hard-of-Hearing and Motivation and Learner Variability target groups.
- 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.
- 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 gained new competences and expertise that they are 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 delivered the following outcomes
The project has 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 resources 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, Resources for students who are deaf or hard-of-hearing, and Resources for students who are blind or partially-sighed, Resources on Motivation and Learners Variability and Inclusive Education Resources. 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 needs assessment
The report 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.
The report 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: Needs Assessment Report Strategies for Inclusion
Erasmus+ Key Action 2
Arie Wilschut (Amsterdam University of Applied Sciences), Manuela Carvalho (Agrupamento de Escolas de Montemor-o-Velho), António Joaquim (Agrupamento de Escolas de Montemor-o-Velho), Lise Kvande (Norwegian University of Science and Technology - NTNU), Aleksandr Shagafyan (Armenian Center for Democratic Education - CIVITAS), Khachik Gevorgyan (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 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), Miloš Vukanović (Montenegro), Gülşen Tural (Turkey), Lise Kvande (Norway), Monica Haaseth (Norway)