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Inclusion, participation and success at school


Centre of expertise "Ipass"

Inclusive education refers to the process of developing a school for all. In the next years, schools will be challenged to include all students in regular classrooms, taking into account not only gender, cultural and language differences, but also ability diversity. Schools are invited to design inclusive solutions for the diversity of learners.

In collaboration with schools and university partners, Ipass will investigate and disseminate good examples of practice, as well as barriers for inclusion.

Context

Why are schools all over the world in a transition process towards inclusion, full participation and access for all? In international and national policy documents and research, arguments and regulations are explained.

Teacher Education for Inclusion

A Profile of Inclusive Teachers (EASNIE, 2012) offers a guidebook for the development of the KIC-Ipass. An 'inclusive teacher' is aware of inclusive values, makes use of effective educational practices in collaboration with others, and reflects on individual and collaborative practices in order to investigate effectiveness and to improve the participation and engagement of all learners. Ipass will focus on research and practice that are related to these specific teacher competencies.

Practice

Ipass wants to respond to current needs of schools in the process towards inclusion. Being involved in innovative practices and participatory research, new questions and answers arise, leading to further research, reflection and dialogue. Temporary projects may be the start of a more sustainable inclusive school development.

Research

- Inclusive school culture: how are schools addressing inclusive values and attitudes? how are teacher educators, teachers and other staff members dealing with attitudes towards inclusion, (ability) diversity and full participation of all?   
- Inclusive school policies: how are schools expanding responsiveness for diversity, offering reasonable adaptations/accommodations and support services? 
- Inclusive classroom practice: what happens in a diverse classroom?  what are the strengths and needs of inclusive teacher practice? 
- Inclusive teacher education: research on inclusion offers many recommendations for teacher education. How are teacher educators responding to the challenge of future teachers to collaborate in the process of developing a  school for all? what can be their role in the transition towards inclusion?

Courses

for teachers, teacher educators and everyone involved in school innovation,
-Postgraduate program 'School for All' (20 ECTS), including the Index for inclusion school process 
-Index for inclusion (Booth & Ainscow, 2011) coaching
-Thematic workshops
-Conferences and events