UNICEF

ToT Modules on Inclusive Education

Module 1: Inclusive Education – Vision,
Theory and Concepts
Draft Version March 2015

Not for circulation, Version for Workshop in Zurich

Contents

Introduction ............................................................................................................................................................ 3
Broad statement of the purpose ......................................................................................................................... 3
Overview ............................................................................................................................................................. 3
Participants ......................................................................................................................................................... 4
Enabling Environment ......................................................................................................................................... 4
How to approach the module ............................................................................................................................. 4
Unit 1.1: Introduction to Inclusive Education ......................................................................................................... 5
Overview Unit 1.1 ............................................................................................................................................... 5
Activity 1.1.1: River of Life – Bringing participants’ thoughts to the training ..................................................... 5
Activity 1.1.2: Person and System approach to implementing human rights ..................................................... 7
Activity 1.1.3: Circles of inclusion to reflect situation of the child ...................................................................... 8
Activity 1.1.4: Inclusion and Exclusion in institutions to reflect situation of schools........................................ 10
Activity 1.1.5: Reflection on Influence of teacher (leading to Unit 2) ............................................................... 11
Unit 1.2: Personal Professional Development ...................................................................................................... 13
Overview Unit 1.2 ............................................................................................................................................. 13
Activity 1.2.1: Looking behind teacher action ................................................................................................... 13
Activity 1.2.2: Experiencing and reflecting on bias ........................................................................................... 15
Activity 1.2.3: Professional life-cycle approach Trajectory ............................................................................... 17
Unit 1.3: Valuing Student Diversity ....................................................................................................................... 20
Overview Unit 1.3 ............................................................................................................................................. 20
Activity 1.3.1: Understanding social identities ................................................................................................. 20
Activity 1.3.2: Reflect on the cycle of oppression ............................................................................................. 21
Activity 1.3.3.: Reflecting on consequences of a human rights based approach .............................................. 23
Unit 1.4: Supporting all Learners .......................................................................................................................... 25
Overview Unit 1.4 ............................................................................................................................................. 25
Activity 1.4.1: Thinking in Activities rather than Tasks ..................................................................................... 25
Activity 1.4.2: Developing a deeper understanding of participation ................................................................ 27
Activity 1.4.3: Develop a deeper understanding of learning environments ..................................................... 29
Activity 1.4.4: Reflection of Support for all Learners in participant’s schools .................................................. 31
Unit 1.5: Working with others ............................................................................................................................... 32
Overview Unit 1.5 ............................................................................................................................................. 32
Activity 1.5.1: Working with Families and the Community ............................................................................... 32
Activity 1.5.2: Working together in schools ...................................................................................................... 33
Activity 1.5.3: Creating a shared vision of “Inclusive Education in your School” .............................................. 34

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Introduction
Broad statement of the purpose
Module 1 seeks to lay the foundation and provide an overview of concepts relevant to inclusive education. It
takes an activity-based approach based on the premise that participants have to be actively involved in order to
learn. It not only teaches the principles of inclusive education, it also follows and enacts these principles.

Participants should not only gain knowledge, but also be introduced to concepts and models that they can
themselves use in their everyday practice.

The module seeks to provide opportunities to reflect on one’s own practice, knowledge, beliefs and attitudes.
These are the building blocks of teacher competencies. Competencies relevant to inclusive education will be
introduced and used as the underlying structure of the module.

Overview
Module 1 provides an overview of inclusive education with a focus on teachers and other professionals who work
in formal educational settings (e.g. schools, kindergarten). It looks at the impact of persons and systems on
processes of inclusion and exclusion within the framework of a rights-based approach.

Inclusive education is understood as a process to ensure participation and learning of all students. The concept
is introduced using a rights-based approach. Realisation of rights is about respecting individual rights of persons
and about progressive implementation of a rights-based approach in institutions or organisations. Teachers have
to be able to ensure rights with both approaches by respecting the rights of every child and by making their
school and classroom more inclusive. The principle is introduced in this module and expanded in module 2 and
module 3. To learn more about UNICEF conceptual framework of inclusive education, please see the publication
The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education.

To be able to work with both, the person and system approach, it is important to understand systems, both in
society in general and in institutions in particular. Participants have to develop basic skills in system thinking to
become agents for inclusive education in their environment. Therefore, models are introduced to understand
social inclusion of the child (family, community, society) and inclusive institutions (classroom, school, education
system).

If teachers are to become agents for inclusive education, they have to be willing to develop not only their
knowledge, but also skills and attitudes. Module 1 highlights the importance of teachers, their knowledge, skills
and attitudes. Using the profile of an inclusive teacher developed by the European Agency for Special Needs and
Inclusive Education, it seeks to illustrate and highlight the competencies involved. The four areas (personal
professional development, valuing student diversity, supporting all learners and working with others) are
introduced.

Module 1 also introduces some of the over-arching organising principles and models that will serve them as tools
in their own practice:
 System’s approach from Uri Bronfenbrenner with a focus on micro, meso and macro systems.
 Matrix representing the levels (classroom, school, policies) and process of education (input, process,
outcome)
 Profile of Inclusive Teacher
 Actions cycle or problem-solving cycle
 Activity model
 Concept of Participation

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Participants
The training is only successful if it manages to touch the knowledge, experiences and beliefs that the participants
bring to the training. The module should enable the participants to become agents for inclusive education in their
own work. This requires opportunities to reflect on their own situation and create links between the contents of
the module and their actions.

The trainer should know as much as possible about the situation of the participants before starting the module.
It will make a difference where they are currently standing in their professional development: are they teacher
students, are they teacher novices or experienced teachers? Are they teacher educators or teacher mentors?
Diversity in participants’ background can be used constructively by enabling learning between participants. This
creates an opportunity to enact the principles of inclusive education.

Some thought may be given to ways in which the participants can be supported in their personal learning. There
are various tools that can be used to make learning visible, e.g. to develop a portfolio or keep learning diaries.

Enabling Environment
The situation created during the training should facilitate exchange, discussion and documentation of thoughts,
expectations and ideas. It should itself promote the ideas and principles of inclusive education, by valuing the
different experiences the participants bring to the training, by enabling individual learning and by creating a
collaborative atmosphere.

The modules are activity-based because they seek to support the trainer in creating opportunities to learn.
Participants need to have some input so that they can rely on a shared body of knowledge to participate and
collaborate. The learning environment created by the trainer should facilitate active learning, not convey
information which is available elsewhere.

An important part of being an enabler of learning is for the trainer to ensure that learning is made visible. The
module provides suggestions of how this can be done for the individual activities, but the trainer should give
some thought to documenting participant’s’ learning, of keeping a record of important outcomes from
discussions or individual work, and of facilitating the transfer into participants’ work settings.

The training will be more effective, if links between the training situation and the actual work situation can be
created. This could be achieved either by incorporating the module into an over-arching project or activity that
seeks to promote inclusive education in a school or community. If the training modules are combined with
developmental work, practice can enhance the learning of the modules. The activities provided in this module
can be expanded into practical work in the schools.

Participants will be more motivated if their participation in the module serves multiple purposes. For example, if
the modules are accredited by the ministry of education and contribute towards fulfilling obligations of
professional development or qualifications, this will be an additional motivating factors to complete the modules.

How to approach the module

Trainers have to be comfortable with the contents and concepts of this module. This is best achieved if they
previously were actively involved as a learner. If the trainer feels uncomfortable with some of the activities, she
or he might consider creating alternative activities that serve the same or similar purposes.

The concepts presented in this modules are not things to learn, but things to use. The conceptual understanding
will be deepened through the application of these concepts to practical problems. Concepts should be seen as
tools for thinking and to guide action, not as something to learn as an isolated piece of knowledge. Therefore,

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the theoretical introduction to the concepts should be kept to a minimum, to ensure adequate opportunities for
active thinking and problem-solving.

To help participants orient themselves, it is important to provide an overview of the modules and units and to
give opportunities to review. Therefore, time should be spent to introduce the purpose and goals of the unit.
Although this is not set out as an activity, it should be the first focus of the training. This will allow participants
to orient themselves which is necessary for any active learner. The purposes listed for each unit need to be shared
with the participants. They can be used to gain an overview and to review the units and modules.

Products developed by the participants should be meaningful insofar as they can be used again throughout the
training. As the usefulness of these products will depend on their quality, the trainer will have to decide on how
to use them.

Unit 1.1: Introduction to Inclusive Education

Overview Unit 1.1
Purpose of the Unit
Develop an inclusive learning community within the training space
Develop a common situation analysis: where are you coming from
Clarify expectations (where are you going to) and provide motivation
Clarify understanding and develop a preliminary definition for “Inclusive education”
Understand role of teacher as a change agent

Trainers may not only present the goals or aims of the unit, but also ask participants to write down any questions
that they have in relation to the contents and goals of this unit. These questions can be used by participants to
be asked when the issue is addressed in the training. At the end of each unit, the trainer can ask whether all
questions were addressed.

Overview Activities
Activity 1.1.1: River of Life – Bringing participants’ thoughts to the training
Activity 1.1.2: Person and System approach to implementing human rights
Activity 1.1.3: Circles of inclusion to reflect situation of the child
Activity 1.1.4: Inclusion and Exclusion in institutions to reflect situation of schools
Activity 1.1.5: Reflection on Influence of teacher (leading to Unit 2)

Activity 1.1.1: River of Life – Bringing participants’ thoughts to the training

Overview
Purpose:
Getting to know each other and warming up.
Participants reflect on previous experiences and knowledge relevant for the training.
Participants anticipate what they want to learn and imagine the impact this could have on their practice.
Trainer gains a first insight into the participants’ understanding.

Focus of the Activity:

Past experiences related to inclusive education to be shared with others.
Individual and group expectations related to outcomes of training and own experience.
Understanding of inclusive education.

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Materials and Methods:
Flipchart, Pens, Sticky notes
Introspection and Discussion

Additional information/alternatives:
http://www.kstoolkit.org/River+of+Life
http://www.click4it.org/index.php/River_of_Life_Method
http://www.click4it.org/images/2/2c/100_ways_to_energize.pdf

Information for trainer

It is important to start the module with an activity that helps participants focus on the contents of the module,
clarify their positions with respect to outcomes. The products can later be used to review success of module and
reflect on changes in participants’ perceptions and thoughts.

The intensity of the work is helped if clear expectations are expressed in relation to the expected outcome and
product. Requesting a product (e.g. points written on flip chart) helps the participants to focus their discussion.
In addition, if the group is made to identify a rapporteur, this will help create a commitment to report back to
the plenary and create a useful product.

Developing a vision of inclusion can be done in different ways: as a short and unstructured exercise to summarise
the outcomes or the conclusion of each participant or as a more elaborate development of a vision. This activity
will create the building blocks for a more elaborate vision

The results of this activity can be used again in Unit 3, and to link module 1 to module 2.

Sequence of the activity

Introduction to Exercise (plenary)
Give rationale and explain the symbolism of
the “River of Life” with a focus on “Inclusive
Education”.

“The river represents what you experience and learn on

«Inclusion» in your school – in the past, in the present
(our module) and in the future. “

Doing the Exercise (plenary, individual and group)

The instructions on the slide should be read
and explained.

Individual work

Group work to exchange thoughts

Each group reports back to plenary

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 Developing a vision of inclusive education (plenary,
individual and group)

The instructions on the slide should be read

and explained.

Participants name their expected outcomes

Each participant develops a vision of inclusive

education

Activity 1.1.2: Person and System approach to implementing human rights

Overview
Purpose:
 To introduce two basic approaches to implementing a rights-based approach.
 Participants learn to think about rights always with a focus on the system and the person.
Participants explore what it means to be included in communities and to be included in formal education.
Participants are first introduced to the thought that “inclusion” is not only about access, but also about
participation and achievement.

Focus of the Activity:

Case study pointing out the necessity to develop systems and persons.
Education as access (input), participation (process), achievement (outcome)
Circles of inclusion in a community (society)
Systems level of inclusion in formal education (institutions)

Materials and Methods:

Paper and pencil to work on case study (optional: flip chart or slides to present in plenary)
Vision of Inclusive education (Product of Activity 1.1.1)
Individual work, group discussion

Additional Information / alternatives:

Information for trainer:

The work on the case study should help participants focus on both, what happens in schools and what happens
in the community. This will prepare participants to reflect on inclusion in the society and inclusion in schools
(Activities 1.1.3 and 1.1.4) and consider the responsibility of schools to ensure the rights to education for all
children. For more information on legislation and policy for inclusive education, see BOOKLET 3 of the UNICEF
Series A Rights-Based Approach to Inclusive Education for Children with Disabilities.

This activity seeks to introduce the “system and person approach” to enacting human rights: it is both about
enabling environments (systems) and empowering individuals (persons).

The terms “Access”, “Participation” and “Achievement” highlight the need to look at input, process and
outcomes of education. The terms can also be associated with “All children are included”, “All children are
challenged” and “All children are successful”.

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Sequence of the activity
Work on Case Study (individual and small group
work):
Reading case study individually writing down
notes

Discussing it with other participant(s)

Presenting in plenary.

Discuss enablers and barriers and how they

can be removed. Responsibility of school?
Introduction of System and Person Approach
(Plenary)

Trainer introduces concepts of “Access,

Participation and Achievement” as well as
the “Person and System Approach”
 Can be linked to processes of “Top-Down” and
“Bottom-Up”.
 Can be linked to idea of “individual Rights” and
“Progressive Implementation of Rights
 Can be linked to “Input – Process – Outcome”
 Can be linked to participants’ initial definition of
inclusive education: What is the focus there?

Activity 1.1.3: Circles of inclusion to reflect situation of the child

Overview
Purpose:
 Reflect on the life situation of the child in its community
 Start to think on three levels where changes towards inclusive education can be initiated.
 Contextualise abstract thoughts and ideas in one’s own context.

Focus of the Activity:

Inclusion as “being part of” or “belonging” at interpersonal, community and societal levels (informal education)
Inclusion as “being part of” or “belonging” – at classroom, school and policy levels (formal education)
Processes in society and institutions that contribute to inclusion and exclusion.

Materials and Methods:

Flipchart, Pens
Brainstorming, small group discussions and Discussion

Additional Information / alternatives:

Example of application “circles of support”:
http://www.inclusion-europe.com/topside/en/site_content/81-person-centred-planning-tools-eg-passion-
audit-relationship-map/244-circles-of-support

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Information for trainer:
The participants are first made to focus on how relationships between individuals, families and communities
make up society. The representation as concentric circles (circles of inclusion, but also potentially circles of
exclusion) helps to reflect the life situations of different families and children in the community and society. This
idea will be picked up again in activity 1.3.1 when participants reflect on in-group and out-group relationships
and in activity 1.5.1 when participants discuss working with families and communities. For more information on
parents, families and community participation see BOOKLET 13 of the UNICEF Series A Rights-Based Approach to
Inclusive Education for Children with Disabilities.

Children need relationships to become human beings and to understand the world. Relationships can contribute
to exclusion processes when they are not nurturing and supportive. This can be the case at the level of personal
relationships, at the level of relationships (marginalised children) in the community (e.g. marginalised families)
or at the societal level (marginalised groups).

The product or results from this activity will be used in unit 5, activity 1.5.2 (Working with families and
communities).

Sequence of the activity

“Inclusion in Society and Community” (plenary)

Trainer explains the different levels of

inclusion by using one of or both of the
representations.

Instructions to Exercise (see extra PPT)

Please brainstorm on the following questions:
 What makes an Inclusive Society?
 What makes an Inclusive Community?
 What makes an Inclusive Relationship?

Think of vulnerable children that you know or take

Case Study Example:
 Which processes can help make an inclusive
society?
 Which process can contribute to exclusion?

Think of the community / municipality in which you

live and consider the applicability of your responses.

Participants do brainstorming either in small

groups or in plenary.

Participants share their ideas if work was

done in small groups. Results will be used
again in Unit 5 to consider collaboration with
families and communities.
An application example of a graphic representation is
provided (Circles of Support, Inclusion Europe)

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Activity 1.1.4: Inclusion and Exclusion in institutions to reflect situation of schools
Overview
Purpose:
 Reflect on the schools as institutions and their impact on individuals
 Introduce matrix to bring together the three levels of the system and processes
 Introduce the concepts of “Access”, “Participation” and “Achievement” to highlight the importance of
consider input, process and outcome indicators of inclusive education

Focus of the Activity:

Focus on education systems as institutions
Focus on processes that take place in education systems
Focus on vulnerable children (e.g. from case study, activity 1.1.2) to reflect impact of schools on inclusion.

Materials and Methods:

Flipcharts, pen (optional for reporting back), for instructions see additional slide in presentation
Brainstorming to generate relevant indicators and applying indicators to own setting

Additional information / alternatives:

Information for trainer:

In this activity, participants apply the micro, meso and macro level approach to education systems. To
accommodate the concepts of “access” (input), “participation” (process) and “achievement” (outcome), the
representation of a matrix rather than a circle was chosen (see also introductory booklet). The classroom level
represents the micro level where education systems have a direct impact on children through the relationships
with teachers and peers. At school level (meso system), interconnections are created between teachers, families
and other stakeholders. At policy level (macro level), rules and regulations are set down, basic principles and
guidelines created.

Persons come in contact with institutions through relationships and the may facilitate or hinder their access,
participation and achievement. The matrix can be used to localise different practices, rules and regulations, and
to show how they impact on individuals. The trainer should develop some examples or try to localise specific
phenomenon of inclusion and exclusion in the matrix in order to be able to provide illustrations that participants
can related to.

Sequence of the activity

“Inclusion in Schools as Public Institutions” (Plenary
and participant brain-storming)

Trainer explains the different levels of

inclusion the matrix (linking levels and
processes). Trainer gives definition for Access,
Participation and Achievement.

Instructions to Exercise (see extra PPT)

Please brainstorm on the following questions:
 What makes an Inclusive Education System?
 What makes an Inclusive School?
 What makes an Inclusive Classroom?

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 Think of vulnerable children that you know or take
Case Study Example:
 Which processes can help create inclusive
education?
 Which process can contribute to exclusion?

Think of the school in which you work and consider

the applicability of your responses.

Participants do brainstorming either in small

groups or in plenary

Participants share their ideas if work was

done in small groups

Activity 1.1.5: Reflection on Influence of teacher (leading to Unit 2)

Overview
Purpose:
 Reflect on home and school factors on student outcomes (achievement)
 Confront participants with their beliefs on what has an impact on student achievement
 Introduce the competency dimensions from the “profile of an inclusive teacher” as an advanced organiser for
the remaining modules

Focus of the Activity:

Beliefs of participants on home, school and teacher impact on student achievement
Evidence on effective and less effective measures to support student achievement

Materials and Methods:

No material needed other than slides. Please note that slides with results should not be included in handout.
Reflection on own beliefs, discussion

Additional Information / alternatives:

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.
European Agency for Special Needs and Inclusive Education: Project information on “Raising Achievement for All
Learners” (see www.european-agency.org)

Information for trainer:

The content of this activity is taken from John Hattie’s synthesis of over 800 meta-analyses relating to
achievement. The evidence given is sometimes in conflict with common myths on effective education systems
and classroom practices. By having to estimate the level of impact, participants rely on their beliefs that may be
challenged by the evidence presented. Beliefs are partially influenced by the over-all education system and its
rules and regulations (e.g. on retention) and partially influenced by the participants’ personal experiences. It is
up to the trainer, how explicit the beliefs of the participants should be made and to which level a discussion on
beliefs should take place. In any case, it is an opportunity to question current practices and consider alternatives.

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Sequence of the activity
Focus on Factors related to the home environment
(plenary) (individual and small group work):

Presentation of home-related factors on

achievement (taken from Hattie 2009).

Group discussion on enablers and barriers

and how they can be removed.
Responsibility of school?

Group discussion on question whether schools and

teachers have a greater impact on achievement
than home-related factors.
Focus on Factors related to the school environment
(plenary) (individual and small group work):

Presentation of school effects on

achievement (taken from Hattie 2009).

Participants individually judge whether

factors have high, medium or low impact
on student achievement.

Presentation of results (see extra slide

with results)

Discussion on differences between participants’

beliefs and evidence.
Focus on Factors related to the school environment
(plenary) (individual and small group work):

Presentation of teacher effects on

achievement (taken from Hattie 2009).

Participants individually judge whether

factors have high, medium or low impact
on student achievement.

Presentation of results (see extra slide

with results)

Discussion on differences between participants’

beliefs and evidence.

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 European Agency project (Plenary)

Presentation of competencies developed in

the “Profile of Inclusive Teachers” of the
European Agency.

These four domains of teacher competencies for

inclusive education will help organise the
remaining units of this module.

This slide provides an advanced organiser and helps

participants to link the content to a larger
framework.

Unit 1.2: Personal Professional Development

Overview Unit 1.2
Purpose of the Unit
Understand the importance of professional development for Inclusive Education.
Get to know a definition of teacher competencies for inclusion
Become aware of the biases that influence our actions
You know some of the differences between Novice Teachers, Experienced Teachers and Expert Teachers.
Develop your vision of an inclusive teacher

Trainers may not only present the goals or aims of the unit, but also ask participants to write down any questions
that they have in relation to the contents and goals of this unit. These questions can be used by participants to
be asked when the issue is addressed in the training. At the end of each unit, the trainer can ask whether all
questions were addressed.

Overview Activities
Activity 1.2.1: Looking behind teacher action
Activity 1.2.2: Experiencing and reflecting on bias
Activity 1.2.3: Professional life-cycle approach Trajectory

Activity 1.2.1: Looking behind teacher action

Overview
Purpose:
 Start to think about one’s own actions and problem-solving
 Get introduced to the problem-solving cycle which helps linking the different steps.
 Sensitise participants for the fact that all perception is limited and should be subjected to reflection.

Focus of the Activity:

Teacher Competences for Diversity
Problem-solving cycle: competence become visible in action, bias becomes visible in action
Examples of personal misjudgements

Materials and Methods:

No material needed other than slides.
Reflection on own actions and how misjudgements impact these actions

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Additional Information / alternatives:
See references given on the slide.

Information for trainer:

Unit 2 starts with a first introduction to teacher competencies by providing a broad definition. Detailed
descriptions of teacher competencies for inclusive education are available in the European Agency “Profile of
Inclusive Teachers”. Attitudes represent a teacher’s beliefs, values and previous experiences. Attitudes become
visible in action and therefore should also be discussed in the context of teacher activities. Therefore, a model is
introduced here that helps to reflect on actions and factors that influence actions (see also introductory booklet).

The model chosen here emphasises the fact that intentional human action is always about problem-solving.
There are similar action cycles available on the internet. If the trainer considers using an alternative model here,
it should be used throughout the modules to maintain consistency and not confuse participants.

Sequence of the activity

Teacher competencies for Diversity (Plenary)

Plenary: Provide the definitions with back

ground information and examples.
Highlight fact that competencies can be attributed
to individuals, social groups and institutions. This
can be linked to unit 1.1 if wanted.

Highlight “knowledge”, “skills” and “attitudes”. You

may want to ask for examples from participants.

“What”, “how” and “why”: all needed for successful

problem-solving.
Problem-Solving Cycle (Plenary)

Plenary: Give a first introduction to the

problem-solving cycle.

Highlight that at each step, we apply our own

experiences, our own beliefs, way of perceiving and
judging events and other people.

Please refer to the introductory booklet for more

details. You may want to develop an example to
illustrate the different steps.

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 Problem-solving cycle: Influences and personal bias
(Plenary)

Plenary: This is a longer section where the

group is guided through the problem-solving
cycle to consider and reflect on personal bias. This
slide provides an overview.

Participants can be invited to provide

examples of personal misjudgements, bias
and beliefs that proofed to be limiting or wrong in
relation to their students.

Activity 1.2.2: Experiencing and reflecting on bias

Overview
Purpose:
 Use the problem-solving cycle to highlight sources of bias at each stage of the process
 Enable personal experience and reflection on bias in human action
 Provide examples that help understand impact of beliefs, values and attitudes.

Focus of the Activity:

Participants own perceptions, understanding, intentions, actions and reflections

Materials and Methods:

No material needed other than slides.
Experience of different sources of bias and reflection

Additional Information / alternatives:

Alternative exercises, phenomena or experiments taken from perceptual and social psychology) can be used and
quoted.

Information for trainer:

This activity helps participants experience and better understand how perception, comprehension, intentions,
actions and reflection are influenced and open to bias. These general phenomena show participants that being
biased is part of the human condition and not something they need to be ashamed of. What is important for
teachers is to become aware and sensitised so that they are able to recognise bias in their own actions and in
the actions of others.

Perceptual and social psychology offers a rich pool of exercises, experiments and descriptions of these
phenomena. Trainers may want to find their own examples or even invite participants to add to the collection of
examples that can be used in other settings (e.g. also with children).

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Sequence of the activity
Bias in Perception (Plenary)

Specific perspective and situation of

observer influences perception.

The five wise blind men tried to individually

describe an entire elephant based on their selective
experience. They all came up with very different
observations based on their limited perception.

The story and alternative illustrations are available

online, please google “Blind men and elephant”.

The video on two teams playing in white and black

T-shirts highlights the selectivity of our perception:
By concentrating on one aspect, we miss out on
others (e.g. seeing the Gorilla walking across the
room).

Instructions are given on the right.

Highlight that the goal of the exercise is to
see how well they can observe and count.

Give other examples if necessary and ask

for experiences of participants (optional).
Discuss what this means for the
participants as teachers / professionals.

Bias in Comprehension (Plenary)

Comprehension is based on a cognitive

process following perception. People
immediately try to make sense of what they
perceive.

There are several phenomenon that can be added

here illustrating factors that influence our sense-
making processes – and therefore our judgment.

Selective perception influences our interpretation

of events.
Context in which we perceive something influences
interpretation of signs and symbols.

Actor-Observer-Bias: We pass the judgment that

this is a “friendly baby” rather than consider the
situation that caused this baby to smile just now.
Give other examples if necessary and ask
for experiences of participants (optional).
Discuss what this means for the
participants as teachers / professionals.

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 Bias in Projection into the Future (Plenary)

Our intentions or the intentions we

attribute to other influence planning and
goal-setting processes. This is expressed in our
attitudes, they guide the basic position we take to
action. This slide seeks to highlight that what is said
is important, but what is meant is essential:

What is said is one thing, but what is meant is more

important. These are the implicit messages of the
three statements:
1. We are going to a party together and I don’t
have a change of clothes for you! (blue)
2. I cannot bear watch you do it alone, I don’t
trust your abilities. (red)
3. I have to write this SMS and don’t want to deal
with you now. (green)

Give other examples if necessary and ask

for experiences of participants (optional).
Discuss what this means for the
participants as teachers / professionals.
Bias in Evaluation and Reflection (Plenary)

There are several psychological phenomena

that influence the outcome of our actions or
thought processes. Some are listed here and can be
discussed.

Give other examples if necessary and ask

for experiences of participants (optional).
Discuss what this means for the
participants as teachers / professionals.
If necessary, the link to the problem solving cycle
can be established again at the end of this activity.

Activity 1.2.3: Professional life-cycle approach Trajectory

Overview:
Purpose:
 Introduce a common language to talk about pre-service, in-service and mentorship programmes.
 Gain an understanding that inclusive education requires a life-long learning approach
Address specific learning points at each stage of professional development
Develop a vision of what teachers should achieve at each stage of professional development

Focus of the Activity:

Teachers and what they need to learn at different stages of their professional development

Materials and Methods:

Flipcharts, pens (optional for reporting back from group discussions)
Experience of different sources of bias and reflection

Additional Information / alternatives:

17
Information for trainer:
Participants need to consider their learning experience in this module as part of their professional development.
Inclusive education is not something you can read about and then teach your students, it requires learning that
impacts on their competence, skills and beliefs. The introductory booklet provides background information on
“skilful teachers” that should be read prior to carrying out this activity. The bullet points in the slides can be
linked to the model provided there. Novice teachers may still be preoccupied with getting their “moves” right,
experienced teachers have generally mastered this, but may still be struggling with establishing “patterns” that
support inclusive education. Generally, to constructively create “abstractions” that are able to guide practice, is
something that teachers only achieve through reflection and bringing together subject knowledge, pedagogical
knowledge and the system’s thinking.

This activity does not go into these detailed types and levels and only seeks to propose an orientation point and
help understand that inclusive teachers need to learn throughout their career. This is not a view shared by
teachers who may believe that once certified, they do not need to learn anything else. If this belief is present, it
should be addressed here. The exercise focusing on their position in their trajectory of practice helps to address
relevant issues.

Sequence of the activity

Clarifying main developmental and professional tasks
in a teacher’s professional life cycle (Plenary)

Presentation of the three slides. Trainer

should read background information on
teacher skills before introducing the concepts of
novice teacher, experienced teacher and teacher
mentor.

18
Developing a vision of teachers across the
professional life-cycle

Presentation of quotes (alternative quotes or

pictures can be used).

Partner or individual work to develop a

vision of what a novice teacher, an
experience teacher and a teacher mentor / teacher
educator should be able to do. Participants should
use information and concepts already discussed (e.g.
areas of teacher competency, what is needed for
teacher participation).

Group discussion or presentation in plenary

are optional.

19
Unit 1.3: Valuing Student Diversity
Overview Unit 1.3
Purpose of the Unit
 Understand the in-group – out-group bias (in-group favouritism) and how it links to labelling
 Get to know the most important dimensions of diversity
 Understand the cycle of oppression and draw your own cycle of empowerment
 Consider the importance of Human Rights for valuing student diversity
 Think about ways this knowledge could be relevant for your school

Trainers may not only present the goals or aims of the unit, but also ask participants to write down any questions
that they have in relation to the contents and goals of this unit. These questions can be used by participants to
be asked when the issue is addressed in the training. At the end of each unit, the trainer can ask whether all
questions were addressed.

Overview Activities
Activity 1.3.1: Understanding social identities
Activity 1.3.2: Reflect on the cycle of oppression
Activity 1.3.3.: Reflecting on consequences of a human rights based approach

Activity 1.3.1: Understanding social identities

Overview
Purpose:
 Explore participants’ social identities
 Accept that social bias is built into human relationships.
 Experience impact of social identities on group process.

Focus of the Activity:

Participants’ social identity
Group processes related to social identities and in-group vs out-group dynamics

Materials and Methods:

Questionnaire “Understanding own social identity”, instructions and statements for Power Walk exercise
Personal reflection and experience

Additional Information / alternatives:

Information for trainer:

To understand the social identities of children and how diverse they may be requires reflection on one’s own
social identity. It is important to understand that not all dimensions may be of the same importance to everyone
and to presume so may lead to discrimination. For example, most people belong to, or at least were brought up
in, one religious tradition or another. For some individuals, religion play a central part in their lives and therefore
is an important dimension to define their identities, for others their religious background is less important.

In-group vs. out-group bias is a fundamental fact of being human; we cannot have close relationships with
everybody. And by committing ourselves to some relationships, we distance ourselves from others. It is part of
teacher’s professional duties to reflect on these processes with regard to their own social practices and to
recognise in-group vs. out-group dynamics in their classroom.

20
Sequence of the activity
Filling in the questionnaire (Individual work)
A short plenary introduction is given to
explain the task.

Participants fill in the Social Identities

questionnaire. Some of this information is
private, therefore participants should not be forced
to share the results with others.

Questions on slide can either be used to

reflect individual or discuss in group
situation.

Questionnaire “Under-
standing our social
identities

In-group – out-group bias (Plenary)

Warming-up: Power Walk exercise

Based on the responses and thoughts to

participants’ social identities, the issue of
out-groups can be addressed. Trainer could
invite participants to think of social identities that
are in contrast to theirs. Subsequently, the trainer
should provide information on the in-group vs. out-
group phenomenon.

Participants are invited to reflect on their

situation as an individual and as a teacher.

Activity 1.3.2: Reflect on the cycle of oppression

Overview
Purpose:
 Develop a better understanding of processes that lead to exclusion.
 Accept that teachers hold institutional power that can be used to facilitate inclusion or to create barriers

Focus of the Activity:

Problem-solving cycle to highlight processes of exclusion
Stereotypes, prejudice, discrimination, oppression and internalisation of oppression (cycle of oppression)

Materials and Methods:

No extra materials needed
Brainstorming and reflection

21
Additional Information / alternatives:
Cycle of oppression: http://www.uas.alaska.edu/juneau/activities/safezone/docs/cycle_oppression.pdf
Additional information available at various sites in the Internet

Information for trainer:

Stereotypes, prejudice, discrimination, oppression and similar terminology is generally well-known, but rarely
directly linked to teacher actions. Using the problem-solving cycle helps to understand these processes as a
sequence of biased (overt or internal), actions that create situations in which children are oppressed, excluded
or restricted in their participation. Participants should be given the opportunity to brainstorm and reflect on
these processes.

Schools hold institutional power because they are agents of the state. Depending on how institutional power is
used, it can help create and maintain enabling environments that ensure learning and participation for all
children or it can be misused to exclude children without the need of individual teachers to assume personal
responsibility.

Sequence of the activity

Cycle of Oppression (Plenary)

Trainer present the cycle of oppression and

links it back to the action cycle and where
bias origins from.

Group discussion on institutional power of

schools and how it contributes to stereo-
type, prejudice, discrimination and oppression.

22
Activity 1.3.3.: Reflecting on consequences of a human rights based approach
Overview
Purpose:
 Highlight the responsibility of schools to create environments that are respectful of children’s rights
 Reflect on teacher action that empowers children and families
 Apply reflection to one’s own school setting

Focus of the Activity:

Human rights and how they are implemented in education systems
Teacher’s actions and how they relate to empowerment processes.

Materials and Methods:

Flipchart and pens
Reflection and discussion

Additional Information / alternatives:

Policy guidelines on inclusive education: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf
Rights-based approach to inclusive education: http://www.inclusive-education.org/system/files/publications-
documents/UNICEF_Right%20Children%20Disabilities_En_WebACCESS.pdf

Information for trainer:

The sequence of activities and the slides provide one way of approaching this broad topic. UNICEF has developed
a “Child Rights Toolkit” from which materials can be drawn to enrich participants’ learning. The enactment of
human rights in education has to consider both, the immediate respect of individuals’ rights and the progressive
realisation of rights through creating enabling environments. This activity focusses first on the system
perspective (creating inclusive education systems), then on the person perspective (empowerment of
individuals). Inclusive teachers have to be aware of both approaches and should be able to contribute to both,
the respect of individual rights in education and the progressive realisation. For more information on legislation
and policy for inclusive education, see BOOKLET 3 of the UNICEF Series A Rights-Based Approach to Inclusive
Education for Children with Disabilities.

Trainer should be familiar with issues and strategies to ensure that human rights are respected in education.
They may draw on their own experiences or on the literature to provide examples and to illustrate the points
made in the introductory slide. Trainer may choose another approach to highlight the two approaches.
Connections should be made to the activity 1.1.2 (person and system approach), products developed by
participants can be used to illustrate and explain these two approaches to enacting human rights. The CRPD and
CRC are mentioned here, but not explained in detail. Participants should be invited to reflect on their knowledge
and whether there is a need to learn more about these conventions.

Results and discussions associated with the cycle of oppression (activity 1.3.2) can be used to think of enabling
actions at each step that help create a cycle of empowerment. The exercise helps participants focus on their own
work situation and on actions needed there to ensure empowerment and progressive realisation.

23
Sequence of the activity
System perspective – obligations of education
systems
Trainer presents system perspective and
asks participants for examples, explanations
and feedback.

Group discussion on human rights

exploring learning needs of participants.

Person perspective – Empowerment

Trainer presents the person perspective by

illustrating how children can be empowered
at each step of the action cycle.

Group discussion on strategies to ensure

empowerment

Application to own work setting

Trainer explains exercise and clarifies

questions.

Small group work to apply the contents of

this unit to their own school setting.
Feedback or presentation to plenary is optional.

24
Unit 1.4: Supporting all Learners

Overview Unit 1.4

Purpose of the Unit
 Consider your own ways to think about learning and achievement
 Get to know a model that can help understand learning situations
 Consider learning as the outcome of participation (not only as achievement)
 Understand and organise the different settings/organisation of provision
 Think about ways this knowledge could be relevant for your school

Trainers may not only present the goals or aims of the unit, but also ask participants to write down any questions
that they have in relation to the contents and goals of this unit. These questions can be used by participants to
be asked when the issue is addressed in the training. At the end of each unit, the trainer can ask whether all
questions were addressed.

Overview Activities
Activity 1.4.1: Thinking in Activities rather than Tasks
Activity 1.4.2: Developing a deeper understanding of participation
Activity 1.4.3: Develop a deeper understanding of learning environments
Activity 1.4.4: Reflection of Support for all Learners in participant’s schools

Activity 1.4.1: Thinking in Activities rather than Tasks

Overview
Purpose:
 Introduce the participants to the idea of “learning situations”.
 Explore ways in which learning situations can be altered to enhance the learning experience
 Practice creative thinking to adjust situations to diverse learners.

Focus of the Activity:

Learning situations (rather than isolated tasks)
Own thinking and how it can be expanded

Materials and Methods:

Flipcharts and pens if discussions should be reported back to plenary

Additional Information / alternatives:

Alternatives to using the cartoon: use the slide on bias in “Projection into the Future” (activity 1.2.2) to highlight
the importance of intentions or any other example that highlights the importance of intentions (e.g. in double-
bind situations).

Information for trainer:

This activity highlights one of the problems teachers encounter when trying to teach diverse groups of children
and how these difficulties may be overcome by thinking in a different way. Rather than concentrating on separate
tasks, teachers need to focus on learning situations. Learning situations consist of a flexible set of tasks that are
linked through a common purpose. Trainers should refer to the introductory booklet to better understand how
this helps to link immediate actions to over-all participation in different life domains (life-cycle approach) and
how this is linked to relevant teacher skills (moves, routines, abstractions). Teachers who mainly think in moves

25
and do not link the immediate present to the far-away-future are not able to create flexible learning situations
that provide opportunities to learn for all children.

Teachers are generally unaccustomed to think about the life-situations that children find themselves in and
learning situations that are created by themselves, a model is provided and used throughout the three modules
to help analyse situations. More information and explanations on the Activity Theory Model are provided in the
introductory booklet.

Sequence of the activity

Cartoon: Beliefs and intentions of teachers (Plenary
discussion)
Show the cartoon and invite participants to
comment on it. Most likely, there will be an
emphasis on judging the fairness or value of
this task without reflecting on the context in which it
is set.
The following points should be highlighted (guiding
the thinking towards the analysis of the over-all
activity rather than individual tasks):
 Tendency to interpret this as a situation of
achievement rather than a situation of learning.
 Tendency to think of each animal in isolation
rather than as a community.
 Tendency to assume intentions, rather than
reflect them.
 Context (e.g. animals create an enabling
environments through peer learning)

Developing alternative thinking (Small groups,

followed by a discussion
Participants do brain-storming on
alternative thinking in small groups.

The small groups report back to the plenary

followed by a plenary discussion.
The discussion should reflect on this points
and develop alternatives to highlight how much
teacher’s beliefs, attitudes and intentions shape the
reality of students’ learning situations:
 Purpose of activity (e.g. practice for a rescue
operation during floods; the chimpanzee is the
only animal that cannot swim)
 Use of tools (e.g. trunk of elephant, use of
ladder)
 Focus on the learning opportunity (e.g. for seal
to know when to help his friend the chimpanzee,
for the elephant how to use his trunk as a tool,
for the chimpanzee to be attentive and
motivated)
 Importance of learning context (e.g. animals are
allowed and encouraged to support each other,
the sense of community created by teacher)

26
 Introduction to Activity Theory Model
The results from the discussions should be
used to formally introduce the model.
Responses can be contextualised in the
model to illustrate this way of analysis.

Participants should be invited to highlight

differences between this way of thinking
about situations and the way they
approached the cartoon.

Activity 1.4.2: Developing a deeper understanding of participation

Overview
Purpose:
 Develop a definition for participation, the process component of inclusive education.
 Applying the Activity Theory Model to envisaging learning situations that promote participation.
 Enable participants to develop situations that support learning for all children and youth.

Focus of the Activity:

Participation of children
Teacher actions to enable participation
Four perspectives on participation restrictions

Materials and Methods:

No material needed

Additional Information / alternatives:

Definition of Participation: please refer to Introductory Booklet and European Agency publication (see below)

Information for trainer:

Inclusion can be defined as the process to ensure participation and learning for all children and youth. It is
therefore central for teachers and other professionals to develop a deeper understanding of what participation
is. The definition of participation used in this module (see also introductory booklet) is taken from the European

27
Agency’s publication “Participation in inclusive education. A framework for developing indicators”. The definition
is based on the theory of self-determination with its necessary ingredients to maintain motivation to be and
remain active in life: Autonomy, Competence and Relatedness. In the context of social inclusion, these concepts
have to be linked to what children typically do at a certain age and to the contexts of life situations in which
children typically participate. These are therefore the building blocks of the definition of participation. The
definition can be directly linked to the Activity Theory Model, providing the tool for teachers to analyse and
understand the situation in which children find themselves in and identify possible barriers to participation:

Although the activity model focuses on activities of individuals or groups, it brings in the environment through
the concept of “tools or routines” and “settings or contexts”.

Life domains should be understood as social places or contexts where participation takes place. Different
situations are created and the variety will enrich the lives of children and make them capable of participating in
future situations. The life domains quoted in this exercise make a first link to the life domains that are used in
the “International Classification of Functioning, Disability and Health” to describe participation and participation
restrictions that children with disabilities may experience. The life domains are not disability specific and reflect
universal human experiences. Therefore they can be used for all children and youth as well as for understanding
the life situation of teachers and other professionals.

Sequence of the activity

Introduction to the definition of participation
(plenary)
Participants are introduced to the definition of
inclusive education. Trainer should refer to the
background information in the introductory booklet.
Being engaged means:
 Being able and being enabled to carry out the
relevant activities (demonstrate, experience
and develop competencies)
 Being able and being enabled to be part of a
group and community (demonstrate, experience
and develop communion and a sense of
belonging)
 Being able and being enabled to influence or
control actions (demonstrate, experience and
develop agency)

Participants should be invited to give

examples on how this is done in their
schools and classroom.

Trainer highlights ways in which teachers can

support or improve participation:
 Structure facilitates carrying out activities
 Involvement facilitates belonging
 Autonomy support facilitates agency

28
 Participants should be invited to give
examples on how this is done in their
schools and classroom.

Trainer highlights activity of student and

what is needed to ensure participation by
using the Activity Theory Model. The Life Domains
can also be found in the “International Classification
of Functioning, Disability and Health” (ICF) where
participation is one of the major concepts.
This slide can be used to sum up the discussion so far.

Trainer shifts from participation to

participation restrictions. This graph
highlights ways in which teachers can support or
improve participation and highlights the four
principal perspectives under which participation
restrictions should be considered.
 Development: Age has an influence on the
ability to participate
 Relationship: Social distance and lack of
relationship create barriers to participation
 Curricular: If children have not yet had the
opportunity to acquire knowledge and skills as
presumed by the curriculum, they will not be
able to participate
 Health: Health problems such as disorders or
diseases and impairments can restrict
participation

Activity 1.4.3: Develop a deeper understanding of learning environments

Overview
Purpose:
 Develop a shared understanding of creating a system of support to promote participation.
 Develop a shared understanding of creating enabling school environments.
 Gain overview of teacher competences, skills and attitude to create enabling learning environment.

Focus of the Activity:

Three tier model to describe different intensities of personalised support
Three types of standards to evaluate quality of education linked to input, process and outcome
Participation of Teachers

Materials and Methods:

No additional material needed
Group discussion

Additional Information / alternatives:

More information on the three-tier model or “response-to-intervention” approach can be found at
http://www.rtinetwork.org/learn/what/whatisrti

29
Information for trainer:
Creating an enabling learning environment in schools is central to inclusive education. The emphasis here is on
the system and how the system can be understood and analysed. The response-to-intervention model (three tier
model) is used to clarify existing support systems and how they link to students’ needs for additional support.

In module 1, participants are introduced to the broad idea of support systems and are expected to reflect these
based on their previous experiences and knowledge. Strategies to create enabling environments will be provided
in module 2 and module 3.

Sequence of the activity

Introduction to Three Tier Model (plenary)
An overview and introduction is given to the
three tier model.

Participants work on the following questions

(small groups or in plenary):
 What support services do you have at each tier?
 What are the characteristics of children
supported in each tier?
 If there are children out of school: why are they
not participating and in which tier should they be
supported?

If participants work in small group, results

could be exchanged in plenary.
Linking Three Tier Model to Standards (plenary)
An overview and introduction is given to the
three types of standards.

Group discussion with the following questions

(suggestion):
 Does your school have a curriculum and
textbooks that are flexible enough to be used to
guide learning for all students?
 Is your school and its learning environment
accessible and enabling for all students?
 Do you have tools and procedures to obtain valid
information on student achievement?
Linking Three Tier Model to Activity of Teacher
(plenary)
Trainer should support participants to reflect
on what they need to participate.
 What should teachers bring to the job
(knowledge, skills, attitudes)?
 How should the contents of education be
presented to be useful?
 How should the goals of education be presented
to help direct teacher actions?
 Which teaching strategies should they apply?
 Which support or enabling environment is
needed?

Group discussion on the three components

of participation, but know focussing on the teacher.

30
Activity 1.4.4: Reflection of Support for all Learners in participant’s schools
Overview
Purpose:
 Reflect on support situation in participant’s own school environment.
 Participants clarify their own understanding and are given an opportunity to ask questions.

Focus of the Activity:

Own school and work situation

Materials and Methods:

Flip chart and pens

Additional Information / alternatives:

Information for trainer:

This activity is written for teachers, if participants work in other settings, they should consider that setting rather
than try to think what teachers or schools should do. The instructions will have to be adapted accordingly. This
activity brings together the different components of this unit. The questions are organised along the different
components of the Activity Theory Model.

Sequence of the activity

Introduction to Transfer Activity (plenary)
An overview and introduction is provided
of the task to consider the participants’
school setting.

If possible, small group work is organised

in groups from the same school (or
community or country). The groups work on the
questions provided in the slide. The trainer should
engage the small groups in dialogue to see if
concepts introduced in this unit are understood.

The trainer will need to decide whether

and how the results should be reported
back to the plenary. Participants should be given
an opportunity to ask questions about the content
of this unit.

31
Unit 1.5: Working with others

Overview Unit 1.5

Purpose of the Unit
 Consider the inclusiveness of your community and your school and use this information to consider actions
 Build a vision of inclusive education – so that you can plan actions on with your colleagues, students, parents
or community.
 Review the contents of the module.
 Identify need for more information or clarification.

Trainers may not only present the goals or aims of the unit, but also ask participants to write down any questions
that they have in relation to the contents and goals of this unit. These questions can be used by participants to
be asked when the issue is addressed in the training. At the end of each unit, the trainer can ask whether all
questions were addressed.

Overview Activities
Activity 1.5.1: Working with Families and the Community
Activity 1.5.2: Working together in schools
Activity 1.5.3: Creating a shared vision of “Inclusive Education in your School”

Activity 1.5.1: Working with Families and the Community

Overview
Purpose:
 Bring the family and community to the attention of the participants.
 Create connections between the activity on circles of inclusion and own work.
 Create a shared understanding of the responsibility of schools with regard to the community.

Focus of the Activity:

Results from the Activity 1.1.3 “Circles of Inclusion”
Own community and society (country or regional level)

Materials and Methods:

Flip Charts and Pens if groups report back to plenary
Reflection and discussion

Additional Information / alternatives:

Guidelines on family and community participation, for example http://www.sedl.org/ws/ws-fam-comm.pdf

Information for trainer:

This activity draws on the thoughts, discussions, results and products developed in activity 1.1.3 “Circles of
Inclusion”, with a special focus on the thoughts related to participants’ own community.

The questions on the slide help participants to address issues related to the different component of the Activity
System Model. This should facilitate the development of coherent strategies to improve collaboration with
parents at a later stage (module 2).

32
Sequence of the activity
Introduction to Working with Families (plenary)
An overview and introduction is provided
of the task to consider the social setting
or community in which the school is
located.

If possible, small group work is organised

in groups from the same school (or
community or country). The groups work on the
questions provided in the slide. The trainer should
engage the small groups in dialogue to see if
concepts introduced in this module are
understood.

The trainer will need to decide whether

and how the results should be reported
back to the plenary.

Activity 1.5.2: Working together in schools

Overview
Purpose:
 Help participants focus on the relationships in schools.
 Create connections between activity 1.1.4 (Inclusion and exclusion in institutions) and own work.
 Create a shared understanding of the responsibility of schools with regard to creating enabling learning
environments.

Focus of the Activity:

Own classroom and school (possibly also policies)

Materials and Methods:

Flip Charts and Pens if groups report back to plenary
Reflection and discussion

Additional Information / alternatives:

Information for trainer:

This activity draws on the thoughts, discussions, results and products developed in activity 1.1.4 “Inclusion and
Exclusion in institutions to reflect the situation of the schools”, with a special focus on the thoughts related to
participants’ own school.

The questions on the slide help participants to address issues related to the different component of the Activity
System Model. This should facilitate the development of coherent strategies to improve collaboration with
colleagues and authorities within the education system (see module 2).

33
Sequence of the activity
Introduction to Activity (plenary)
An overview and introduction is provided
of the task to consider the school as an
activity system that can be analysed and
developed to become more inclusive.

If possible, small group work is organised

in groups from the same school (or
community or country). The groups work on the
questions provided in the slide. The trainer should
engage the small groups in dialogue to see if
concepts introduced in this unit are understood.

The trainer will need to decide whether

and how the results should be reported
back to the plenary. Participants should be given an
opportunity to ask questions about the content of
this unit.

Activity 1.5.3: Creating a shared vision of “Inclusive Education in your School”

Overview
Purpose:
 Provide participants with the experience of creating a shared vision for inclusive education that can be used
to develop such a vision in their own setting / school.
 Help participants make the shift from focusing on students to focusing on their own work.
 Create meaningful opportunities to review the contents of this module.

Focus of the Activity:

Vision of inclusive education of individuals (see activity 1.1.1: River of Life) to be up-dated in a group effort
Contextualise the vision in the activity system model.
Contents of the modules and how they can be used in school setting

Materials and Methods:

Flip Charts and Pens if groups report back to plenary
Reflection and discussion

Additional Information / alternatives:

Index for Inclusion

Information for trainer:

There are many disparate approaches to inclusion and many divergent understandings of what inclusive
education is. The key to being able to work together towards inclusive education is to develop a shared vision.
This activity builds on the product of the “River of Life” activity where a first vision of inclusive education was
created. This unstructured vision is now further developed. This process is important to experience as it will
enable participants to organise similar activities in their own schools.

34
A shared vision consists of a shared purpose, a shared understanding of the issues that need to be addressed, a
shared understanding of the tools that should be used and a shared understanding of what needs to be changed
in the social and physical environment or context. Questions related to the Activity Theory Model guide the
discussion in the groups during the training, but can also be used by participants in their school settings to discuss
these questions with their colleagues. The model helps to map the current understanding and to co-operatively
develop a more coherent vision in line with the rights-based approach.

The importance given to this exercise will also depend on the presence or absence of an over-arching purpose
why the training is provided. If the training is provided in the context of a larger project to make schools or
communities more inclusive, the aims of this project should be taken into account. If the participants are charged
to ensure the knowledge transfer from this training to their school setting, this should be addressed here.

There are many tools and publications offering visions of inclusive education and providing guidelines for schools
to become more inclusive. One widely used tool is the index for inclusion. The trainer may wish to introduce
different tools that schools can used to become more inclusive.

Sequence of the activity

Introduction to Transfer Activity (plenary)
An overview and introduction is pro-
vided of the task to consider the
participants’ school setting.

If possible, small group work is

organised in groups from the same
school (or community or country). The groups
work on the questions provided in the slide. The
trainer should engage the small groups in
dialogue to see if concepts introduced in this unit
are understood.

The trainer will need to decide whether

and how the results should be reported
back to the plenary. Participants should be given
an opportunity to ask questions about the
content of this unit.

35
36