Inclusion in education, viewed more comprehensively as inclusive systems in and around schools, concentrates on supportive, quality learning environments, on welcoming and caring schools and classrooms, and on preventing discrimination.
It addresses the needs of students in a holistic way (their emotional, physical, cognitive and social needs), and recognises their individual talents and voices. It is open to the voices and active participation of parents, and also wider multidisciplinary teams and agencies.
In order to improve social inclusion in education and society, school systems need to change. Policy-makers and school actors require practical tools to assist them in this process, made all the more urgent by the EU2020 headline target to reduce early school leaving.
This report develops such practical tools; it is designed to inform strategic policy and practice by offering an innovative framework of structural indicators for improving inclusion in school. It draws upon key European Council and Commission policy documents on early school leaving prevention, and also on the 2015 Paris Declaration on promoting citizenship and common values of freedom, tolerance and non-discrimination through education, which includes a focus on social marginalization.
Read the report
Structural Indicators for Inclusive Systems in and around Schools
Written by Paul Downes, Institute of Education, Dublin City University, Erna Nairz-Wirth, Vienna University of Economics and Business and Viktorija Rusinaitė, PPMI.