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Books DEI Deconstructed Your No-Nonsense Guide to Doing the Work and Doing It Right The definitive comprehensive and foundational text for critically analyzing

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Inclusive Intelligence: How to be a Role Model for Dive…

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Read reviews from the world’s largest community for readers. Would you like to build a happier workplace culture? Are you struggling to start your workplac…

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Diversity Conversations - Creating Psychological Safety | Asif Sadiq | TEDxUniversity of Manchester

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How I'm fighting bias in algorithms | Joy Buolamwini

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Fostering a diverse and inclusive workplace

The European Commission has adopted several policies to strengthen Europe's commitment to equality, such as:

As an employer, the Commission has set itself the goal of leading by example. In its new HR strategy, it aims to improve diversity among its staff to better reflect the diversity of the European population.

In the current Commission mandate (2019-2024), one of the political priorities is to achieve gender parity at all management levels.

As at 1 April 2022, the share of women in management functions is:

up 6.5 percentage points at senior management level (43.1%)

up 4 percentage points at middle management level (45.5%)

45% overall

This already places the Commission among the very few public administrations around the world with the highest share of women in leadership positions. However, our aim is gender equality at all levels. To reach this aim, incremental measures are being put in place gradually, so that by the end of the current Commission mandate overall parity can be reached.

In addition, the institution is determined to practise a zero-tolerance policy regarding discrimination on all grounds towards its staff members, as enshrined in the Treaty on the functioning the European Union.

The Diversity and Inclusion Office (DIO) in DG Human Resources was created in 2020 to:

coordinate the development of a diverse and inclusive work culture

cooperate with other institutions and organisations in this respect

In 2021, the Commission conducted a survey to gauge perceptions of diversity and inclusion among people working in the Commission, its executive agencies and the European External Action Service. The 10,000 responses give us a picture of staff sentiment and will feed into a new diversity and inclusion action plan, which is designed to improve the current working environment and the prospects of the Commission as an employer.

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The European Commission has adopted several policies to strengthen Europe's commitment to equality, such as: As an employer, the Commission has set itself the goal of leading by example. In its new HR strategy, it aims to improve diversity among its staff to better reflect the diversity of the European population.

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Intercultural Interactions in the Multicultural workplace 

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Intercultural Interactions in the Multicultural workplace 

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Traditional and positive Organizational scholarship

https://books.google.com/books/about/Intercultural_Interactions_in_the_Multic.html?id=U0MsDQAAQBAJ

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How to get serious about diversity and inclusion in the workplace | Janet Stovall | TED

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Shereen Daniels 🇬🇧🇯🇲🇬🇾 | Moving from intent to meaningful action

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Building a psychologically safe workplace | Amy Edmondson | TEDxHGSE

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What Makes us Different | Joshua Bingwa | TEDxYouth@BrookhouseSchool

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What makes people feel included in organizations? Feel that they are treated fairly and respectfully, are valued and belong? Many things of course, including an organization's mission, policies, and practices, as well as co-worker behaviors.

But mostly it comes down to leaders. We find that what leaders say and do makes up to a 70% difference as to whether an individual reports feeling included. And this really matters because the more people feel included, the more they speak up, go the extra mile, and collaborate - all of which ultimately lifts organizational performance.

Given this formula, inclusive leadership is emerging as a unique and critical capability helping organizations adapt to diverse customers, markets, ideas and talent. Our previous research found that inclusive leaders share a cluster of six signature traits:

1. Visible commitment: They articulate authentic commitment to diversity, challenge the status quo, hold others accountable, and make diversity and inclusion a personal priority.

2. Humility: They are modest about capabilities, admit mistakes, and create the space for others to contribute.

3. Awareness of bias: They show awareness of personal blind spots, as well as flaws in the system, and work hard to ensure a meritocracy.

4. Curiosity about others: They demonstrate an open mindset and deep curiosity about others, listen without judgment, and seek with empathy to understand those around them.

5. Cultural intelligence: They are attentive to others' cultures and adapt as required.

6. Effective collaboration: They empower others, pay attention to diversity of thinking and psychological safety, and focus on team cohesion.

This sounds like a laundry list, so it's not surprising that we are regularly asked which is the most important trait. The answer depends on who is asking. If it's the leader, commitment is the most critical, because without it, the other five attributes can't be fully developed.

For those working around a leader, such as a manager, direct report or peer, the single most important trait generating a sense of inclusiveness is a leader's visible awareness of bias. To underscore this insight: Our analysis of the 360-degree Inclusive Leadership Assessments (ILA) of more than 400 leaders made by almost 4,000 raters reveals that while all six traits are important and operate as a cluster, a leader's awareness of personal and organizational biases is the number one factor that raters care most about.

Comments from raters on the ILA tell us that they particularly notice, for example, when a leader "constantly challenges (their) own bias and encourages others to be aware of their pre-conceived leanings" or when a leader seeks insight into their biases by, for example, "[Asking] others to test whether their thought process is biased in any way."

But this is not all. Raters are not looking for a simple acknowledgment of bias, tinged with a fatalistic sense that little can be done about it. They care about awareness of bias coupled with two additional behaviors:

Humility: Raters want to see that their leaders are determined to address their biases. Fatalism looks like "Hey, I know I have this prejudice, but whatever, I am what I am." In contrast, leaders who are humble acknowledge their vulnerability to bias and ask for feedback on their blind spots and habits.For example, one direct report told us that their leader "is very open and vulnerable about her weaknesses, which she mentions when we undergo team development workshops. She shares her leadership assessments openly with the team and often asks for feedback and help to improve." Our research shows that when cognizance of bias is combined with high levels of humility it can increase raters' feelings of inclusion by up to 25%.

Empathy and perspective taking: Raters aren't looking for their leaders to try to understand their viewpoint and experience as a dry intellectual exercise, but empathically. That means understanding others deeply and leaving them feeling heard. For example, one rater commented "[The leader's] empathy in interacting with others, makes [the leader] approachable, trustworthy and shows [their] eagerness to work with and/or support peers, colleagues and superiors." When cognizance of bias is combined with high levels of empathy/perspective-taking, it can increase raters' feelings of inclusion by up to 33%.

Why are humility and empathy so important in this context? Humility encourages others to share their feedback (e.g., that a leader might have favorites or have a tendency to interrupt people or regularly ignore a class of information). Empathy and perspective taking gives people hope that a leader cares about them and takes their views into account, rather than barreling on with preconceptions or a narrow set of ideas about their perspectives. Moreover, it creates a sense of personal connection between leaders and a diverse set of stakeholders, making it easier to make and implement shared decisions.

Putting the traits to work

How can leaders put these insights into practice? One tactic is to establish a diverse personal advisory board (PAD) - a group of people, often peers, who have regular contact with the leader and whom the leader trusts to talk straight. These trusted advisers can give leaders granular feedback on everyday interpersonal behaviors that support or inhibit inclusion, for example: Does the leader give equal time to all meeting participants, or favor those who are co-located over those who have dialed in? Does the leader always refer to one gender when giving examples or both? Does the leader use a broad spectrum of imagery when addressing a diverse audience, or imagery (such as sport metaphors or all male iconography) that represents only one group of people? Because a PAD is ongoing, leaders can receive feedback on whether the changes they make are hitting the mark.

A second tactic is for leaders to share their learning journey about recognizing and addressing biases. We have seen leaders do this by discussing their 360 assessment results with their manager, speaking at a town hall about their growth or creating a standing item in weekly team meetings ("inclusion moments"), during which they or a team member identifies what they have learned that week about diversity and inclusion. These actions express humility, help leaders to test and build on their insights and role model the importance of humility in addressing biases.

A third tactic is for leaders to immerse themselves in uncomfortable or new situations which expose them to diverse stakeholders, for example by attending an Employee Resource Group meeting, or sitting in different parts of the workplace each week. Exposure, combined with open-ended questions, helps to expand horizons and disrupt pre-conceived ideas.

Inclusive leadership is a critical capability to leverage diverse thinking in a workforce with increasingly diverse markets, customers, and talent. We have previously observed that only one in three leaders holds an accurate view about their inclusive leadership capabilities. A third believe they are more inclusive than they are actually perceived by those around them to be, while a third lack confidence in their inclusive leadership capability and so do less than they could to actively guide others and challenge the status quo.

Becoming more aware is critical to self-development, but awareness in isolation is not sufficient. Without humility and empathy/perspective taking, it's difficult for leaders to gain deep insights into the nature of their blind spots or remedial strategies and, therefore, to grow. This requires effort, but fortunately the circle of learning is virtuous. Leaders who are humble and empathetic will be open to criticism about their personal biases, and greater self-insight into personal limitations prompts greater humility, empathy and perspective-taking. Not only are these behaviors critical for leaders' personal development, they also serve to make others feel more included along the way. And that is, of course, the objective.

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Inclusive leadership is emerging as a unique and critical capability helping organisations adapt to diverse customers, markets, ideas and talent. For those working around a leader, such as a manager, direct report or peer, the single most important trait generating a sense of inclusiveness is a leader's visible awareness of bias.

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Take action to build an organization where every employee can thrive.

Women of color face major obstacles to being heard, valued, and respected in their jobs. They feel their ideas aren't heard or recognized, and they express feeling stalled in their careers. But these individuals bring diverse ideas and experiences to the table, which can help companies innovate and grow. Any company that wants to realize the full potential of its employees should be taking action to create safe and inclusive workplaces where women of color can achieve their full potential.

There are a number of strategies employers, leaders, and managers can use to help create a more inclusive workplace. First, embrace the business case for diversity and inclusion. Second, tackle bias through employee and leadership training programs. Next, practice inclusive leadership by creating a safe team environment. Then, provide sponsorship programs, so women of color can learn the ropes and have someone advocate for them. Finally, hold leaders accountable. Make sure that inclusion is a core value of the organization - not just something you do to "check a box."

Women of color are entering the workforce in greater numbers than ever before, bringing education, ambition, and diverse ideas and experiences with them. As a result, they offer corporations a potent force of insight and innovation that will be increasingly needed to meet the needs of a diverse customer base. Yet, despite the value that women of color represent for companies, they're rarely given leadership positions, not to mention roles in the C-suite. Presently, there are no female black or Latina CEOs of Fortune 500 companies.

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Pooja Jain-Link is executive vice president at Coqual and secondary lead researcher on Coqual's four-part study, The Power of Belonging. She co-led, with Taylor Kennedy, research on Coqual's Being Black in Corporate America and Wonder Women in STEM and the Companies that Champion Them, along with several other studies. Jain-Link also works with Coqual's advisory clients on strategic action planning, culture audits, and other diagnostics related to diversity, equity, and inclusion.

Julia Taylor Kennedy is executive vice president at Coqual, a global nonprofit think tank dedicated to workplace diversity, equity, and inclusion. She is the lead researcher of Coqual's four-part study, The Power of Belonging. She also co-led research on Coqual's Being Black in Corporate America and The Sponsor Dividend, along with several other studies. Taylor Kennedy works with Coqual's advisory clients to design and implement leadership development programs related to diversity, equity, and inclusion.

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HBR Learning

Diversity, Inclusion, and Belonging Course

Accelerate your career with Harvard ManageMentor®. HBR Learning's online leadership training helps you hone your skills with courses like Diversity, Inclusion, and Belonging. Earn badges to share on LinkedIn and your resume. Access more than 40 courses trusted by Fortune 500 companies.

How to build a better, more just workplace.

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5 Strategies for Creating an Inclusive Workplace

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Women of color face major obstacles to being heard, valued, and respected in their jobs. They feel their ideas aren't heard or recognized, and they express feeling stalled in their careers. But these individuals bring diverse ideas and experiences to the table, which can help companies innovate and grow.

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Four ways to get started.

Companies increasingly rely on diverse, multidisciplinary teams that combine the collective capabilities of women and men, people of different cultural heritage, and younger and older workers. But simply throwing a mix of people together doesn't guarantee high performance; it requires inclusive leadership - leadership that assures that all team members feel they are treated respectfully and fairly, are valued and sense that they belong, and are confident and inspired. Research involving 3,500 ratings by employees of 450 leaders found that inclusive leaders share six behaviors - and that leaders often overestimate how inclusive they really are. These are the behaviors: visible commitment, humility, awareness of bias, curiosity about others, cultural intelligence, and effective collaboration.

Companies increasingly rely on diverse, multidisciplinary teams that combine the collective capabilities of women and men, people of different cultural heritage, and younger and older workers. But simply throwing a mix of people together doesn't guarantee high performance; it requires inclusive leadership - leadership that assures that all team members feel they are treated respectfully and fairly, are valued and sense that they belong, and are confident and inspired.

New!

Diversity, Inclusion, and Belonging Course

Accelerate your career with Harvard ManageMentor®. HBR Learning's online leadership training helps you hone your skills with courses like Diversity, Inclusion, and Belonging. Earn badges to share on LinkedIn and your resume. Access more than 40 courses trusted by Fortune 500 companies.

How to build a better, more just workplace.

Learn More & See All Courses

Juliet Bourke, PhD, is a professor of practice in the School of Management and Governance, UNSW Business School, UNSW. She is the author of Which Two Heads Are Better Than One: The Extraordinary Power of Diversity of Thinking and Inclusive Leadership. Email her at juliet.bourke@unsw.edu.au

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Diversity, Inclusion, and Belonging Course

Accelerate your career with Harvard ManageMentor®. HBR Learning's online leadership training helps you hone your skills with courses like Diversity, Inclusion, and Belonging. Earn badges to share on LinkedIn and your resume. Access more than 40 courses trusted by Fortune 500 companies.

How to build a better, more just workplace.

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Why Inclusive Leaders Are Good for Organizations, and How to Become One

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Companies increasingly rely on diverse, multidisciplinary teams that combine the collective capabilities of women and men, people of different cultural heritage, and younger and older workers. But simply throwing a mix of people together doesn't guarantee high performance; it requires inclusive leadership - leadership that assures that all team members feel they are treated respectfully and fairly, are valued and sense that they belong, and are confident and inspired.

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British Council. Guidelines for inclusion and diversity in Schools

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British Council. Guidelines for inclusion and diversity in Schools

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Atención a la diversidad e inclusión en España

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Atención a la diversidad e inclusión en España

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Written by Layla Dari

Teacher Trainer in Florence

Introduction

In today's rapidly changing world, the concepts of equity and diversity have gained significant recognition and importance, particularly in the realm of education. Equity refers to the fair and just distribution of resources, opportunities, and support to ensure that every individual, regardless of their background, has an equal chance to succeed and thrive.

On the other hand, diversity encompasses the rich tapestry of human differences, including but not limited to race, ethnicity, gender, socioeconomic status, language, and abilities. Embracing equity and diversity in education is not merely an act of social justice, but also a catalyst for transformative change, fostering inclusive learning environments where all students can realize their full potential, and where society as a whole can flourish.

What is Diversity in Education?

Diversity can be defined as the differences between individuals on any attributes that may lead to the perception that another person is different from the self. It incorporates all the dimensions that make individuals unique from one another.

In an education context, diversity recognizes that students and educational professionals come from different cultural, social, and demographic backgrounds, each with their own unique strengths, needs, and contributions.

Embracing diversity in education means valuing and appreciating these differences and recognizing them as assets that enrich the learning environment and promote educational excellence.

Diversity in education plays a vital role in fostering inclusive and equitable educational environments. It encourages respect, understanding, and appreciation for different cultures, traditions, and perspectives. It helps to challenge stereotypes, biases, and prejudices, promoting cross-cultural understanding and reducing discrimination.

By creating spaces where diverse individuals can learn, collaborate, and thrive, diversity in education contributes to a more inclusive society that celebrates and respects the dignity of all individuals.

What is Equity in Education?

Equity is associated with fairness or justice in the provision of education or other benefits, and it takes individual circumstances into consideration. The guarantee of fair treatment, access, opportunity, and advancement for all and eliminate barriers that prevented the participation of all the group. Equity ensures not only that everyone has a pair of shoes but that everyone has a pair of shoes that fit.

Equity in education goes beyond mere equality, which means giving every student the same resources or support. Instead, it takes into account the unique circumstances and needs of individuals or groups, acknowledging that some students require additional support to reach their full potential. It aims to level the playing field by providing targeted resources, interventions, and opportunities to those who need them the most.
"There is nothing more unequal than the equal treatment of unequal people."
The Importance of Culturally Responsive Teaching

Culturally responsive teaching is a vital aspect of creating an inclusive and equitable educational environment. By recognizing and valuing the diverse cultural backgrounds, experiences, and identities of students, educators can foster a sense of belonging and promote positive learning outcomes.

Culturally responsive teaching goes beyond mere acknowledgment of diversity; it involves actively incorporating students' cultural perspectives, values, and traditions into the curriculum and instructional practices.

This approach allows students to see themselves reflected in their learning materials, making the content more relatable and engaging. Moreover, culturally responsive teaching promotes cross-cultural understanding and empathy among students, preparing them to thrive in a diverse society.

By embracing this approach, educators not only empower students from all backgrounds but also create a classroom environment that celebrates diversity and cultivates a lifelong love for learning.

Promoting Inclusive Curriculum

Promoting an inclusive curriculum is paramount in fostering a learning environment that embraces and respects the diversity of students' backgrounds, experiences, and identities.

An inclusive curriculum goes beyond a one-size-fits-all approach and recognizes that students come from various cultural, ethnic, linguistic, and socio-economic backgrounds. It acknowledges the importance of representation, offering learning materials that reflect the experiences and contributions of diverse individuals and groups.

By incorporating diverse perspectives, histories, and cultures into the curriculum, educators can provide students with a well-rounded education that expands their worldview, encourages critical thinking, and nurtures empathy.

An inclusive curriculum empowers students by validating their identities, promoting self-esteem, and creating a sense of belonging in the classroom. By prioritizing inclusivity, educational institutions can cultivate a more equitable society and prepare students to thrive in a diverse world.

Supporting Language Learners

Supporting Language Learners (LLs) is vital in promoting diversity and equity in education. LLs face unique challenges as they navigate the educational system in a language that may not be their first. It is essential for educators to provide appropriate support and resources to help these students succeed academically and socially.

This support includes language development programs, such as Second Language classes. Additionally, educators can employ instructional strategies that promote language acquisition, such as providing visuals, using gestures, and encouraging peer collaboration.

Creating a supportive and inclusive learning environment for LLs involves recognizing and valuing their cultural and linguistic diversity. By embracing the assets and strengths that LLs bring to the classroom, educators can foster an atmosphere of acceptance and empowerment, enabling these students to fully participate and thrive in their educational journey.

To further support LLs, educators should prioritize culturally responsive teaching practices. This involves incorporating culturally relevant materials, literature, and examples that reflect the diverse backgrounds and experiences of LLs.

By integrating students' cultural heritage and traditions into the curriculum, educators demonstrate respect and appreciation for their identities, thereby enhancing their sense of belonging and engagement in the classroom.

Building strong partnerships with LLs' families is also essential. Communicating with parents or guardians in their native language, involving them in school activities, and seeking their input can help create a collaborative and supportive network. Parents can provide valuable insights into their child's strengths, challenges, and cultural background, enabling educators to tailor instruction and support to meet the individual needs of LLs.

Addressing the Opportunity Gap

In the pursuit of equitable education, it is important to address the opportunity gap that exists within our educational systems. The opportunity gap refers to the unequal distribution of resources, opportunities, and outcomes among different student groups, primarily driven by factors such as race, socioeconomic status, and geographic location.

It perpetuates educational disparities, limiting the prospects and potential of marginalized students while deepening societal inequities.

One of the key aspects of addressing the opportunity gap is acknowledging and understanding its underlying causes. Socioeconomic disparities, institutional biases, and systemic inequalities all contribute to the perpetuation of the opportunity gap.

Low-income students, students of color, language learners, and students with disabilities are often disproportionately affected, facing barriers that hinder their educational progress. By recognizing these systemic issues, educators, policymakers, and communities can begin to develop targeted solutions and interventions.

One critical step in narrowing the opportunity gap is ensuring equitable access to high-quality educational resources and opportunities. This includes equitable distribution of funding, ensuring that schools in low-income communities receive adequate resources to meet the needs of their students.

It also involves providing access to advanced courses, enrichment programs, and extracurricular activities that promote academic and personal growth.

By eliminating the resource disparities that often perpetuate the opportunity gap, we can level the playing field and provide all students with the tools they need to succeed.

Overcoming Bias and Stereotypes in Education

Overcoming bias and stereotypes in education is a continuous and multifaceted endeavor that requires a deliberate commitment from educators and educational institutions. Bias, whether conscious or unconscious, can manifest in various forms, such as differential expectations, discipline disparities, or limited opportunities for certain student groups.

Recognizing and addressing these biases is the first step toward creating an inclusive and equitable learning environment. Educators must engage in self-reflection and professional development to become aware of their own biases and actively work to challenge them. This includes examining assumptions about students based on factors such as race, ethnicity, gender, socioeconomic status, or ability.

Addressing stereotypes is equally vital. Stereotypes can perpetuate misconceptions, limit opportunities, and hinder students' academic and personal growth. Educators must challenge and debunk stereotypes by providing diverse and accurate representations of different cultures, races, genders, and abilities in the curriculum and learning materials.

This involves incorporating literature, history, and contributions from diverse perspectives to create a comprehensive and inclusive educational experience.

It is essential to foster an inclusive classroom culture that encourages open dialogue and respect for all perspectives. Teachers can create safe spaces where students feel comfortable sharing their experiences, challenging biases, and confronting stereotypes.

By promoting empathy, understanding, and appreciating diverse identities and backgrounds, educators can help dismantle harmful stereotypes and create an environment where students feel valued, validated, and empowered.

Furthermore, collaboration with families, communities, and stakeholders is important. By engaging families from diverse backgrounds in the educational process, schools can better understand the experiences and needs of their students. Involving community organizations and leaders can provide additional resources, perspectives, and support in addressing biases and stereotypes within the broader educational ecosystem.

Promoting Diversity in the Teaching Profession

A diverse teaching workforce is essential for creating inclusive and equitable educational environments. When students see teachers who reflect their backgrounds and identities, it sends a powerful message that their experiences are valued and that they, too, can pursue a career in education. Promoting diversity in the teaching profession benefits not only students from underrepresented backgrounds but also the entire educational community.

To successfully recruit a diverse teaching workforce, it is vital to address barriers that may discourage individuals from pursuing a career in education. This includes providing financial support through scholarships and grants, offering mentorship programs, and creating pathways to teacher certification that are accessible to individuals with diverse backgrounds and experiences. Furthermore, schools and districts can establish partnerships with teacher preparation programs to ensure that aspiring teachers receive training and support that is responsive to the needs of diverse student populations.

Once a diverse pool of teachers is recruited, it is equally important to prioritize retention strategies. Schools and districts should create supportive and inclusive working environments that value and celebrate the contributions of all teachers.

This can be achieved through professional development programs that promote cultural competency, provide resources for supporting diverse learners, and address implicit biases within the education system.

Additionally, mentorship and networking opportunities can help connect teachers from underrepresented backgrounds with supportive colleagues and mentors who can provide guidance and encouragement.

Conclusion

In conclusion, promoting diversity and equity in education is essential for creating inclusive, enriching, and equitable learning environments. It requires a multifaceted approach that encompasses various aspects, including culturally responsive teaching, inclusive curriculum, support for language learners, addressing the opportunity gap, and overcoming bias and stereotypes.

By embracing diversity and fostering equity in education, we can ensure that all students have equal opportunities to succeed, regardless of their backgrounds or circumstances.

Erasmus+ face-to-face courses on this topic:

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Diversity and Equity in Education: Fostering Inclusive Learning Environments

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Discover the importance of diversity and equity in education, emphasizing how embracing diversity leads to inclusive educational environments

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Every child has the right to early childhood education, and disability should not rob them of it. Multiple studies show the advantages of an inclusive education from a very early stage. Children with disabilities learn like any other child, by participating in functional activities, by repetition of the strategies that help them develop autonomy abilities, independence and socialization. Diversity is enriching to every child, not only those who have a disability, since the learning experience is built through interaction with equals. In order to create societies that are more tolerant and respectful, we have to face the different realities, be them economic, social or physical. Children's participation in their routines, with quality interaction with their parents and teachers, is the best way to foster childhood development.

In spite of its known advantages and the effort to promote inclusion made by the school system of many countries, it is not a very common practice in early childhood, from ages 0 to 6.

After the birth of a child with a disability, families have to deal with a health system that is far from the inclusive educational model. The current medical model of many countries pushes families to seek multiple hours of therapy and treatments that hardly allow for attendance to an educational institution.

At the same time, early childhood educational institutions generally lack the necessary support to aid students with special needs, and teachers do not feel qualified to tend to them adequately.

Because of this, it's common for families to feel forced to relinquish early childhood education, therefore depriving children of the necessary interventions that take place in educational institutions, and instead seek adequate treatment in specialized centers.

Against that reality, evidence-based practices claim that intervention strategies that take place within the daily activities, at home or at education centers are the best treatment for children. This shift in focus implies that lunchtime is a suitable space to promote motor development and swallowing, or that outdoor playtime is an opportunity to work on motor skills, balance, social relations or adaptation to stimuli, etc.

It seems paradoxical to speak of inclusion when children with disabilities spend hours in individual therapies outside the classroom. We need to move to a conception in which the classroom is a space where all children can learn, with or without special needs.

When we speak of inclusive education, it's not enough to count the amount of enrolled children with disabilities. Children need to share the same space during school hours, being offered equal opportunities to participate, which allow them to learn in equal conditions.

Children need to have an active role in learning and to achieve that, it is necessary for classrooms to have teachers that are adequately trained and that have the time to offer the best care to each child.

As an example, the regulations in Spain establish that a teacher should care for 20 children of 2-3 years of age. The current ratios in most countries do not allow for inclusive education. In response to teachers' concern for their lack of ability to care for children with disability, families are prompted to seek external therapies and individual treatments that do not allow the child to interact with his peers.

Although these concepts and their limitations have been under discussion for decades, an effective implementation process of evidence-based practices has not always been carried out, and this makes them harder to apply globally.

Education systems need to design inclusive practices implementation plans for early childhood, including teachers, school authorities, politicians, families and other agents implied, like the health sector.

It is necessary to count on a personal and economic infrastructure. Teacher training needs to include instruction in direct care and real situations in which the advantages of inclusion in the first stages of education are experienced in situ. Teachers need to understand that inclusion does not mean that every child has to do the same or else seek therapy.

It is harder to achieve a shift in perspective than to draft or pass a law. Inclusion requires that everyone is seen in equal conditions and receives opportunities according to their possibilities.

Margarita Cañadas, director of the L´ Alquería Center for Early Childhood Education and Attention of the Catholic University of Valencia in Spain.

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Inclusive education in early childhood - Margarita Cañadas

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Every child has the right to early childhood education, and disability should not rob them of it. Multiple studies show the advantages of an inclusive education from a very early stage. Children with disabilities learn like any other child, by participating in functional activities, by repetition of the strategies that help them develop autonomy abilities, independence and socialization.

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Rethinking Inclusion in Plurilingual Education

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Inclusive Education in public schools | Pooja Joshi Samant | TEDxGodaPark

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MADRID, 3 Nov. (EUROPA PRESS) -

Diversidad, inclusión y financiación son los pilares clave para fomentar una educación inclusiva según expertos participantes en la jornada 'Diálogos para el negocio con impacto: Retos y oportunidades de la educación con valores' organizada por Triodos Bank, en colaboración con Escuela Excelente e ILUNION Accesibilidad con el fin de dialogar sobre los pilares sobre los que construir una educación con valores para una sociedad inclusiva.

La jornada ha contado con la participación del director de Educación de Triodos Bank, Juan A. Sanchís; el vicepresidente de Escuela Excelente, Emilio Fernández; y la técnico de desarrollo de negocio de ILUNION Accesibilidad, Mar de la Fuente. Todos ellos han abordado el papel del sector educativo desde el ámbito de la salud integral, la accesibilidad, la eficiencia energética, la cultura en las aulas y la financiación para impulsar la transición hacia una educación con valores.

"La educación no es solo una herramienta para generar conocimiento, sino que además promueve la creatividad, el desarrollo personal, así como el crecimiento intelectual. Por ello, nuestro papel como entidad debe centrarse en financiar iniciativas con impacto social, así como apoyar y promover el trabajo de los centros educativos que ponen en primer plano los valores de la cooperación, la justicia, la diversidad y accesibilidad para la inclusión desde las aulas", ha afirmado Sanchís.

"Es necesario abordar la salud y el cuidado como eje vertebral de todo el planteamiento educativo e incluir ambos aspectos de manera transversal en las escuelas. Nuestro deber pasa por apoyar a los centros escolares en sus procesos de transformación", ha añadido Fernández, para quien la transformación debe pasar por la actividad física, la alimentación, el bienestar emocional, la educación afectivo sexual, la prevención de adicciones, el apoyo a las personas docentes, a su bienestar y trabajar activamente en el ocio y las relaciones saludables.

"La educación debe contemplarse siempre desde la óptica de la calidad con equidad, excelencia y sobre todo con respeto a la diversidad" ha señalado por su parte De la Fuente, al tiempo que ha expuesto cómo desde las escuelas se debe trabajar desde un enfoque de accesibilidad 360º, es decir, teniendo en cuenta soluciones de accesibilidad cognitiva, auditiva, física, visual.

Durante la segunda parte de la jornada, ha tenido lugar un diálogo abierto con los centros educativos y el profesorado participante en el que se han abordado los diferentes retos y oportunidades que afronta el sector desde una perspectiva real con las buenas prácticas de los centros participantes, de los que han destacado una serie de pilares.

En primer lugar, se ha puesto el foco en la educación sin barreras con el fin de adecuar las estancias de los centros educativos para crear un entorno más accesible y sostenible enfocado en el cuidado del alumnado, el profesorado y el medioambiente, para lo que se requiere el apoyo de entidades que ofrezcan soluciones financieras para contar con centros educativos más eficientes y sostenibles mediante proyectos de transición energética como el autoconsumo, reformas destinadas a generar un ahorro energético y la reducción de emisiones.

También se ha hecho hincapié en la educación inclusiva ya que fomentar una educación inclusiva supone prestar atención a aspectos que pueden afectar al acceso a la educación en igualdad de condiciones. Esto se traduce en reconocer la diversidad del alumnado en cuestiones de género, país de origen, la cultura o la religión, el idioma, la situación sociocultural y económica y las diferentes capacidades, y así crear espacios más amplios y mejor diseñados para promover el intercambio y la convivencia.

En tercer lugar, se ha enfatizado el papel de la educación integral con el fin de abordar y afrontar la salud y el cuidado a través de la sensibilización, la información y la orientación de todas las personas implicadas, como personal educativo, familias, alumnado y proveedores.

Por ello, los participantes han señalado que la escuela debe ejercer un papel promotor de la salud física y mental, para convertirse en un espacio seguro para el alumnado, mientras que las familias, los agentes sociales y la ciudadanía deben trabajar conjuntamente para cohesionar un ecosistema de igualdad de oportunidades, salud y bienestar, educación y seguridad para la infancia y la juventud.

De este modo, los más de medio centenar de educadores y profesionales de reconocidas escuelas, colegios, FP y universidades, han concluido en lo fundamental de proporcionar una educación inclusiva y accesible y el esfuerzo consciente que ello implica. En esa línea, han afirmado que los centros deben promover la diversidad, el respeto y la inclusión que supone contar con los apoyos y recursos necesarios para asegurar que todo el alumnado tenga la posibilidad de alcanzar su máximo potencial educativo.

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Diversidad, inclusión y financiación, pilares clave para fomentar una educación inclusiva según expertos

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Diversidad, inclusión y financiación son los pilares clave para fomentar una educación...

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In an increasingly globalised and diversified world, Leadership for Diversity Project, assumes the pressing need for educational leaders and school personnel to participate in, and to promote, on inclusive leadership principles, strengthening their Diversity and Inclusion (D&I) awareness and Intercultural Competences. Check our website: 

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In an increasingly globalised and diversified world, Leadership for Diversity Project, assumes the pressing need for educational leaders and school personnel to participate in, and to promote, on inclusive leadership principles, strengthening their Diversity and Inclusion (D&I) awareness and Intercultural Competences. Check our website: 

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It's been a little more than 60 years since Brown vs. Board of Education, one of the most important Supreme Court cases in the history of the United States. The decision made it illegal to segregate public schools on the basis of race. That cornerstone decision of the civil rights movement has played a major role in breaking down racial barriers in the decades since. It has also enabled social scientists to study how diversity in the classroom leads to students' increased cultural understanding, stronger critical thinking skills and enhanced creativity, which all better prepare them for adulthood.

The National Education Association reports that 2014 was the first year in which the majority of students in American public schools represented racial and ethnic minorities. In addition, the Southern Education Foundation found that in 2013, a full 51 percent of public school children were from low-income families. While student demographics vary greatly across the country, there is no question that cultural respect and inclusion are values that matter greatly in the modern classroom. Those considering enrolling in a Doctorate in Education (EdD) program should seek out one that emphasizes the importance of inclusion and diversity in the classroom, and the benefits they can provide.

Exploring the Benefits of Classroom Diversity and Inclusion

Diverse schools feature differences in ethnicity, socioeconomic class, religion, reading level, athletic ability, background, gender, personality, and much more. Strong EdD programs teach educators to value the unique aspects of what makes each student different, and helps them embrace those differences in the classroom.

An in-depth research review of dozens of other studies on diversity-conducted by The Century Foundation, a New York-based think tank-found that having different and divergent perspectives can create positive learning outcomes. Those outcomes, explored below, can have benefits that reflect well beyond students' graduation and can impact their lives going forward.

Diversity Improves Cognitive Skills and Critical Thinking

The presence of diversity in the classroom allows students to consider perspectives and opinions beyond those they've already formed or were shaped in early life by family and friends. By presenting students with viewpoints far different from their own, it gives them the opportunity to think critically about their own beliefs and examine the world in fresh ways. As noted by an article in Scientific American, exposure to diversity alters the way individuals think by promoting creativity and innovation, as well as decision-making and problem-solving skills. As the article summarizes, "Diversity jolts us into cognitive action in ways that homogeneity simply does not."

Exposure to Diversity Helps Students Enter Adulthood

When students enter the professional world, they join a vast and diverse workforce. Interacting with people of all different backgrounds and mindsets can present a challenge without prior exposure to diversity, especially at a younger age. Companies are taking note of their employees' ability to handle diversity with grace and maturity; 96 percent of major employers, according to the Century Foundation, say it is vital that employees are able to work with people from diverse backgrounds.

Diversity Prepares Students for Citizenship

As part of the Century Foundation's research study on diversity, the authors reviewed 27 different studies about the effects of diversity on people's willingness to interact with and improve their local community-a concept known as civic engagement. The study found that experiences with diversity in college do lead to increased civic engagement. This indicates the more involved citizens are with their government and political landscape, and the more educated they become about government processes, the more informed decisions they can make about how they are governed. As the U.S. Department of Education notes, students' experiences with diversity help mold them into more engaged citizens.

At its core, creativity is all about bringing together different ideas and transforming them to make something new, unique, and personal. The more ideas and experiences people are exposed to, the more creative they can be. Indeed, Scientific American cites a study conducted by several research professors who found that groups with racial diversity significantly outperformed groups without diversity in a problem-solving scenario. In professional and nonprofessional situations that call for creativity, it is a wise choice to bring together diverse perspectives.

Discover How to Encourage Inclusivity and Diversity as an Educator

As has been discussed, diversity in the classroom has numerous positive benefits for students, but how can educators ensure their pupils are getting the most out of interacting with their diverse peers? Well-trained educators, like those with an EdD, are equipped with the tools to encourage the exchange of ideas and interpersonal understanding. No matter what level of education, elementary school teachers through college professors can all utilize the following strategies to benefit their classrooms.

Learn about Students' Cultural Backgrounds

Classroom students aren't the only ones who can benefit from learning about what makes them diverse. According to the NDT Resource Center, an academic source committed to nondestructive evaluation, educators should also get to know their students and what makes them unique, thereby discovering the viewpoint from which they see the world and their personal learning style. For an educator, understanding cultural diversity in the classroom is a crucial part of being able to anticipate where certain lessons might lead, or any issues that might arise between students of different backgrounds. Educators can establish a tone of inclusion, emphasizing that all perspectives are valuable.

Create a Culturally Responsive Learning Environment

An educator who properly creates a culturally responsive environment will have fostered a classroom where students become respectful and understanding of cultures different from their own. Those students are typically more willing to listen respectfully to different viewpoints, rather than mock, scorn, or fear the unfamiliar. The best way for educators to achieve this, according to The Edvocate, is to teach students that people who do not look the same as them-or who come from different socioeconomic backgrounds, follow different religious traditions, speak different languages, or have a different sexual orientation or gender identity-are still just the same as them on the inside.

Allow Students to Learn about Their Community

Learning about one's own culture is just as important as learning about others when it comes to developing cultural understanding among students. Educators with a strong teaching background such as an EdD can facilitate projects for their students that encourage them to get to know their own history. The NDT Resource Center suggests activities such as visiting community landmarks of importance to their culture, and interviewing important members of their community. Students can then be given the opportunity to share what they discover with their classmates.

Establish a Zero-Indifference Negative Behavior Policy

In recent years, schools have enacted zero-tolerance policies in an attempt to curb bullying, harassment, and intimidation. However, the tide is now shifting toward zero-indifference policies instead, according to GLSEN. Zero-indifference is an alternative that promotes safety in schools by consistently and firmly addressing disrespectful behavior. Unlike zero-tolerance, in which a first offense results in punishments as harsh as suspension or expulsion, zero-indifference allows the teacher to use culturally insensitive moments as opportunities for learning and understanding. The Tolerance.org project of the Southern Poverty Law Center recommends zero-indifference policies when it comes to addressing bullying and harassment, as does the Anti-Defamation League; the American Civil Liberties Union; the Respect for All Project; and the Gay, Lesbian, and Straight Education Network-according to research by Jacqueline Leung on the Oregon Commission on Black Affairs.

Learn How to Foster Cultural Diversity in the Classroom

Teachers who wish to be at the forefront of their profession should have a strong foundation in understanding diversity and how to create an environment of inclusion in the classroom. To accomplish this, educators would do well to explore an award-winning education program, such as American University's Online Doctorate of Education. The curriculum is designed to provide educators with the tools and understanding to adapt to any classroom, regardless of its diverse student makeup-and to ultimately foster a wider appreciation of our human differences.

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The Benefits of Inclusion and Diversity in the Classroom | American University

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Diversity in the classroom benefits students for life. Explore how American University's online EdD program teaches cultural diversity in the classroom.

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The Importance of Diversity & Multicultural Awareness in Education

Drexel University School of Education

Cultural diversity in the classroom is on the rise. In 2014, U.S. public schools hit a minority majority milestone with Latino, African-American, and Asian students having surpassed the number of white students. In 2044, the U.S. Census predicts that over half of the nation's population will be people of color, so this trend will likely continue.

In our increasingly diverse and multicultural society, it's more important than ever for teachers to incorporate culturally responsive instruction in the classroom -- whether teaching elementary school, middle school or high school students. And the increase of diversity doesn't only relate to race and ethnicity; it can include students of different religion, economic status, sexual orientation, gender identity, and language background.

Interested in becoming a teacher? Learn more about Drexel's Teacher Certification program.

Why is it Important to Encourage Diversity in Schools and Workplaces?

Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.

Diversity in and out of the classroom will continue to grow, so it's essential we prepare students to adapt to an evolving world and embrace those different from themselves. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today.

Types of Cultural Diversity in the Classroom

Every student is unique. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including:

Race

A person's skin color can have a great impact on their experience in society. It can also impact how they view themselves and others when engaging in classroom activities.

Ethnicity

Ethnicity relates to a person's culture and nationality. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world.

Religion

It is important to understand that people have different religious belief or no religious beliefs, and it may impact their participation in the classroom. Students may react differently to lessons based on their religion or may not be able to be present on certain religious holidays.

Language

While English is commonly used in American classrooms, for some students, it is not the language they speak at home. Accommodations should be made to help students for whom English is a second language.

Socioeconomic Status

A student's socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. For instance, access to a computer at home or reliable internet access is not a given for some children. Teachers should be aware of this and the stress it may cause students who may struggle due to a lack of resources.

Sexual Orientation

A student's sexual orientation can have a great impact on how they are experiencing the world. Teachers should understand the struggles that exist and ensure that the lessons taught in their classroom are inclusive.

Gender Identity

Similar to sexual orientation, it is important to understand each student's gender identity and how they would prefer to be recognized. Teachers should respect their student's identity and use preferred pronouns when interacting with their students.

How can you Promote Diversity and Multiculturalism in the Classroom?

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students' cultural awareness, enhancing each student's sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student's cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there's a better chance they'll feel comfortable talking with and respect their peers in the class - and communication is the core to a culturally aware and inclusive classroom.

2. Maintain Consistent Communication Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to "check in" every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It's also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student It's also important for students to celebrate and respect their own diverse backgrounds, as well as each other's. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what's offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

4. Practice Cultural Sensitivity While it's important to keep an open dialogue amongst students, it's equally as important to make sure you're being sensitive to everyone's culture, beliefs, and language concerns. Take the time to understand each student's cultural nuances - from learning styles to the language they use - and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects.There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you're teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It's easier to promote cultural awareness within your lessons when there's a real example for students to relate to.

6. Give Students Freedom and Flexibility Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student's own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they'll have to partner with a range of people to accomplish their professional goals.

Why is it Multicultural Education Important to Students?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they're more aware of the experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you're encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it's more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Learn More About Cultural Diversity in Education

There are additional resources available to help educators grow their knowledge of cultural diversity and apply it to their classrooms. Here are a few sites where you can find more information:

Additionally, Drexel offers programs that can help broaden a teacher's expertise in multicultural education including our online Teaching English as a Second Language and Social Emotional and Behavioral Wellness certification programs. You can also contact us to request more information.

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The Importance of Multicultural Education - School of Education

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As classrooms become more diverse, it's crucial for students to learn about other cultures. Discover how students benefit from classroom diversity with Drexel.

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The New York Times' project on immigration highlights the fact that, since the 1990s, Hispanic and Asian student enrollment in American schools has risen by more than five million, greatly impacting educational and social development at all levels of learning. While there are clearly significant benefits associated with diversity in education, the outcomes for students depend on how diversity is acknowledged in a classroom setting.

Understanding Diversity

While many individuals may immediately think of race when speaking about diversity, there are numerous aspects that actually play into diversity, especially in a classroom setting. Religion, gender, economic background and even learning styles are all notable factors, and it is crucial to remember each one when promoting diversity in schools. Incorporating lesson plans that account for all forms of diversity is key.

Better Education in Diverse Populations

Diversity among students in education directly impacts their performance. Studies show that students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. This promotes creativity, as well as better education, as those with differing viewpoints are able to collaborate to create solutions.

When talking about diversity, it's paramount to remember that the student body is not the only group that should be discussed. Diversity among staff is also important. Queens University of Charlotte's MA in Educational Leadership coursework in leading diversity equips education administrators to analyze and interpret various staffing options through human resource management experience.

Advance your career with Queens University of Charlotte

Advance your career in Education

Promoting diversity in staffing also enables students from different backgrounds to identify with teachers, effectively enhancing their trust in a learning environment.

Students Feel Safer

A recent study in the journal "Child Development" illustrated that students feel safer in school and in life when they are educated in a diverse setting. Students are able to learn about different cultures and backgrounds, allowing them to feel a greater sense of comfort with these differences. That in turn makes them more comfortable with themselves, leading to a deeper sense of safety.

Implementing Diverse Education

Promoting diversity in schools is more than just encouraging students of different backgrounds to attend certain schools. It requires administrators to think critically about the ways diversity impacts education. A school administration degree readies graduates for promoting and teaching diversity as a means of accepting it. Educators and administrative leaders can help students better understand that while everyone is different, in the most fundamental ways, everyone is the same and should be treated with respect. This will go far in helping students accept diversity and promote it in their daily lives.

Learning skills to build communities promoting diversity and employing human resource functions, such as recruitment and orientation, are essential for educators that have a desire to lead one day. Those looking to further their career as school administrators must have a thorough understanding of how to implement diversity within education. Learn how to help shape tomorrow's leaders today with an online MA in Educational Leadership from Queens University of Charlotte.

Mentors can help new school administrators develop a plan to foster a healthy environment for diversity in their schools. Read more about the importance of mentorship for school leaders.

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Benefits of Diversity in Schools | Queens University Online

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The New York Times' project on immigration highlights the fact that, since the 1990s, Hispanic and Asian student enrollment in American schools has risen by more than five million, greatly impacting educational and social development at all levels of learning.

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† Department of Chemistry, University of Florida, Gainesville, 32611 Florida, United States

‡ Department of Materials Science and Engineering, University of Florida, Gainesville, 32611 Florida, United States

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Abstract

The persistence of a diversity deficit in the science, technology, engineering, and math (STEM) fields has motivated much research and discussion aimed toward creating a more representative student body and workforce. However, once these students and workers are in the field, their diverse traits are often ignored. Minority groups are known to be less likely to pursue more advanced education and careers in STEM. STEM instructors can support the retention of diverse students by using culturally relevant teaching practices, rather than only focusing on recruitment. When STEM faculties learn how to take advantage of diversity, all students benefit from engaging with multiple perspectives. Their diverse peers are allowed to enrich the classroom, and educational outcomes and retention are improved.

While teaching undergraduate and graduate chemistry and engineering classes over the past 10 years, we routinely pose this question to our students as an early semester ice-breaker: How many continents are there in the world? Most students anticipate a simple answer. Yet as individuals with different backgrounds respond, all students realize that the truth is more complex. Many students answer that there are seven continents, but two smaller groups respond with six or five. To resolve their disagreement, the faculty consults the Wikipedia(1) entry, "Continent".(2) The majority group is typically relieved to see the entry has an image of the world divided into seven different colors, until that image changes, replaced by a world represented in only six colors, followed by five, and then four. This unassuming question reveals to students the importance of perspective. Whether they were taught that the world contained seven, six, or five continents, they had believed this to be an unmovable fact. Through this exercise, students learn that they can expand their knowledge when they engage in discussions with individuals who have different perspectives.

The importance of having a diverse and representative group of students pursuing STEM majors is well-recognized, and major efforts have been made on this avenue. To be able to capitalize on these efforts, instructors need to be aware of how to best include and incorporate diverse perspectives into the learning process for their students. Diverse traits are often silenced or ignored in STEM classrooms. When professors choose to incorporate diversity into their instruction, they can foster a more intellectually challenging learning environment in which all students, and thus society, will benefit.

Defining Diversity

It is important to note that much of the available data measuring diversity utilizes more traditional definitions of diversity, such as differences of race, ethnicity, or gender. While these traits may be the most easily observable, they are not the only ways in which individuals differ. The authors encourage a more complete understanding of diversity, one that considers differences in migration history, sexual orientation, disability, culture, and disciplines, among other traits. This approach is in line with the University of Florida (UF)'s Diversity Action Plan,(3) which utilizes "the broadest definition of diversity" including a diversity of "experience, perspectives, disciplines, geographic background, talent, socio-economic background, disability, ethnicity, race, gender, and other characteristics".

Measuring Diversity

Over the past two decades, significant research has been dedicated to the issue of the diversity deficit within the STEM fields. The National Science Foundation identifies the following groups as underrepresented: women, persons with disabilities, and racial and ethnic groups including Hispanic, Black, and American Indian or Alaska Native.(4) The 2011-2015 US Census estimates 30.5% of the US population identifies with these racial and ethnic groups,(5) yet they represent only 15.1% of those employed in the science and engineering fields.(6) Although these demographic groups do not encompass a broad definition of diversity, these figures reveal that, even for the categories in which diversity is measured, there is a deficit that is both unjust and an underutilization of our nation's human resources.(7-10)

Many researchers and institutions address this deficit by asking how to best attract underrepresented groups into STEM fields through recruitment efforts and targeted scholarships.(7, 11) To create a more just and representative STEM workforce, it is important to continue recruiting diverse students. However, we need to look beyond recruiting. Instructors need to learn how to actively include an increasingly diverse student population within the STEM classroom, thereby increasing underrepresented student retention rates.(10)

Classroom Climate

Actively including diverse students involves openly addressing their different perspectives. Student diversity is readily explored in the social sciences; in classes pertaining to political science or regional studies, students from different backgrounds are encouraged to share their own beliefs, behaviors, and political experiences during class debate. Achieving this level of openness is a challenge in STEM classrooms.(12) Instructors in STEM classes rarely pursue discussions about student experiences because it might be thought to be irrelevant to the learning material. As STEM students enter their professions, managers continue this aversion to discussing employee diversity in an attempt to maintain a "neutral" work environment.(13) However, active inclusion of diverse students is valuable across disciplines, not just the social sciences, where culture is part of the syllabus.(14) A classroom that is informed by the diverse experiences of all students will reach higher levels of discussion. Thus, although there is a greater challenge present to engage diversity in STEM classes, it is no less important.

We suggest that faculty who are still hesitant to facilitate discussion about racial and cultural diversity in their classes can start to approach diversity by engaging diversity among disciplines. For example, the faculty can create a dialogue between chemists and engineers in their classrooms. Their differing discipline-based perspectives will provide all students with valuable insight and deeper understanding about the topic being discussed. This type of discussion can also serve as a step toward greater openness in the classroom about a variety of topics, including diversity.

Diversity Benefits

There is much to be gained when instructors actively include their diverse students in the classroom. In the words of one student participant in the Deferred Action for Childhood Arrivals (DACA) program, "We bring a unique perspective, and I think having someone who has had a very different lived experience enriches the life of the lab."(15) This notion of differing perspectives enriching the learning environment is supported by the National Institutes of Health, which notes the many benefits of a diverse scientific workforce.(16) When instructors allow or initiate a conversation addressing the diversity of those within a classroom, all involved will benefit. Gurin et al.(17) have demonstrated that students who had experienced diversity among their classmates have improved educational outcomes, as these interactions can change the classroom climate to one "that supports active thinking and intellectual engagement". When students and instructors interact with diverse perspectives, they can bring about "more complex thoughts" and even challenge biases that are present in the learning materials.(14) Differing viewpoints should be both represented and vocalized in a class, as "it may take interaction with someone from a different background to introduce or illuminate new perspectives".(18) Indeed, the benefits of including diverse individuals in a working group include increased creativity and higher-quality problem solving, as confronting differing perspectives can serve as a catalyst for new innovations.(19-21)

Beyond increasing the learning capabilities of all students in the classroom, addressing diversity will improve the retention of diverse students. Research has shown(10, 22, 23) that underrepresented minorities in STEM do not progress through educational levels as quickly or in the same volume as their majority-group peers. If instructors create a space for discussion about diversity, they can contribute to a more supportive and inclusive field that is free from discrimination.(13) By utilizing diversity as a powerful learning tool rather than ignoring it, students will have a more positive classroom experience and be more likely to continue their pursuit of a STEM career.

Culturally Relevant Pedagogy

The field of education research has offered valuable insight on how to best incorporate culturally diverse students in the classroom and reap the benefits of diversity. Ladson-Billings(24) proposed the idea of a "culturally relevant pedagogy" (CRP) which engages diverse students by recognizing and incorporating their differences as a component of student instruction. Villegas and Lucas(25) defined a "culturally responsive teacher" as one who can discuss "topics that, although relevant to the lives of the students, are regularly excluded from classroom conversation". CRP occurs when a teacher shifts away from entirely ignoring student differences, or from viewing them as a burden to academic achievement, and instead embraces their contributions and capabilities.(12) The scientifically "neutral" environment prevents many instructors from discussing their students' differences and creating valuable lessons based on student diversity. By utilizing CRP, instructors have the power to create an inclusive classroom climate and "provide space" for divergent ideas to be presented.(18)

Culturally relevant lessons incorporate students' experiences and connect them to the learning material. For example, one teacher gave students a "cell analogy" assignment in which they explained the parts of a cell in terms of something related to their own culture or interests, such as an instrument or a book.(26) Alternatively, instructors in a region with high rates of Type 2 diabetes had students simulate a glucose tolerance test to determine a patient's diabetic status, and then suggest nutritional changes that could mitigate the disease symptoms.(12) In another class, the issue of race-based disease treatments and alternative DNA-based therapeutics and delivery systems was discussed.(27) In a general chemistry or physical chemistry course, the instructor can introduce chemical reactions driven by sunlight by discussing urban smog and its connection with pollution in poor areas. Similarly, the discussion of the presence of nanoparticles in the ocean as a result of the reaction of plastics in the presence of sunlight and alkaline ocean water can be exploited, as well as the subsequent transport of these nanoparticles throughout membranes.(28) At UF, an entire course is dedicated to integrating culture and science. In Chemistry en la Cocina Latina, students analyze the chemical reactions that occur in recipes from Hispanic cultures while exploring the historical and social significance of those foods.(29) When student experiences, whether they concern geography, culture, or general interests, can be directly connected to learning materials, students will have greater motivation to learn the content.(30)

When implementing lessons on culturally relevant topics such as those mentioned above, instructors can promote dialogue among students to fully reap the benefits of diversity.(18, 31, 32) Active teaching methods, such as open-ended question formats and team-based answering, can best serve to "activate" diversity within a classroom.(14, 18) Using group work assignments can increase student interaction, thereby increasing students' exposure to different ideas.(14) These methods of "activation" are necessary because the presence of diverse individuals does not inherently create an intellectually challenging environment.(14, 31) It is absolutely necessary that institutions continue to promote diversity among their members and recruit diverse individuals; however, if instructors do not take the extra step to engage diversity as an instructional tool, not only will retention be affected, but most importantly all will miss out on these educational benefits.

To maximize the potential of STEM fields, institutions must continue to recruit and retain individuals from diverse backgrounds. To maximize the learning potential of diverse STEM classrooms and encourage retention, instructors must incorporate and "activate" the diversity that is present. A classroom of diverse individuals in which perspective differences are never addressed is hardly different, in terms of educational possibilities, from a classroom of homogeneous individuals. Diverse classrooms enjoy a distinct advantage when diversity is addressed. STEM instructors can look to research regarding CRP(33) to better understand how to take advantage of diversity for the benefit of all students. It is paramount that students are confronted with different perspectives, learn how to navigate this confrontation, and then form more innovative conclusions. When STEM instructors adopt these practices, the future STEM workforce will excel even further.

The authors declare no competing financial interest.

This article references 33 other publications.

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Mandler, M. D. Glaring Chemical Errors Persist for Years on Wikipedia J. Chem. Educ. 2017 , 94 ( 3 ) 271 - 272 DOI: 10.1021/acs.jchemed.6b00478

Rather, we are utilizing the example of the image found in this Wikipedia entry.

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National Academy of Sciences. National Academy of Engineering, and Institute of Medicine. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads; The National Academies Press: Washington, DC,2011.

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Cech, E. A. The Veiling of Queerness: Depoliticization and the Experiences of LGBT Engineers. Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, GA, June2013. https://peer.asee.org/22628 (accessed Nov2017 ) .

This article is cited by 9 publications.

1. Laura K. G. Ackerman-Biegasiewicz, (School of Molecular Sciences, Arizona State University)Daniela M. Arias-Rotondo, (Department of Chemistry, Kalamazoo College)Kyle F. Biegasiewicz, (School of Molecular Sciences, Arizona State University)Elizabeth Elacqua, (Department of Chemistry, The Pennsylvania State University)Matthew R. Golder, (Department of Chemistry, University of Washington)Laure V. Kayser, (Department of Materials Science and Engineering, Department of Chemistry and Biochemistry, University of Delaware)Jessica R. Lamb, (Department of Chemistry, University of Minnesota)Christine M. Le, (Department of Chemistry, York University)Nathan A. Romero, (Department of Chemistry and Biochemistry, University of California)Sidney M. Wilkerson-Hill, (Department of Chemistry, University of North Carolina at Chapel Hill)Dwight A. Williams (Department of Chemistry, Kalamazoo College). Organic Chemistry: A Retrosynthetic Approach to a Diverse Field. ACS Central Science

2. Grace A. Lasker, Edward J. Brush. Integrating social and environmental justice into the chemistry classroom: a chemist's toolbox. Green Chemistry Letters and Reviews

This article references 33 other publications.

1. 1

The authors are not addressing the accuracy of Wikipedia content; for an example of this, please see

Mandler, M. D. Glaring Chemical Errors Persist for Years on Wikipedia J. Chem. Educ. 2017 , 94 ( 3 ) 271 - 272 DOI: 10.1021/acs.jchemed.6b00478

Rather, we are utilizing the example of the image found in this Wikipedia entry.

2. 10

National Academy of Sciences. National Academy of Engineering, and Institute of Medicine. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads; The National Academies Press: Washington, DC,2011.

3. 13

Cech, E. A. The Veiling of Queerness: Depoliticization and the Experiences of LGBT Engineers. Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, GA, June2013. https://peer.asee.org/22628 (accessed Nov2017 ) .

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Taking Advantage of Diversity within the Classroom

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The persistence of a diversity deficit in the science, technology, engineering, and math (STEM) fields has motivated much research and discussion aimed toward creating a more representative student body and workforce. However, once these students and workers are in the field, their diverse traits are often ignored.

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Lee Ann Jung, PhD, is founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. A former special education teacher and administrator, Lee Ann now spends her time in schools, working shoulder-to-shoulder with teams in their efforts to improve systems and practice. She has consulted with schools in more than 30 countries and throughout the United States in the areas of universal design for learning, inclusion, intervention, and mastery assessment and grading. Lee Ann is the author of 7 books, numerous journal articles and book chapters on inclusion, universal design, and assessment. She serves on the advisory board for Mastery Transcript Consortium, as section editor of the Routledge Encyclopedia of Education, and on the editorial board member for several professional journals. In her community, Lee Ann is a board member for Life Adventure Center, a local nonprofit with a mission of healing for those who have experienced trauma.

Follow Lee Ann on Twitter @leeannjung

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Your Students, My Students, Our Student: Rethinking Equitable and Inclusive Classrooms

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Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to - Establish a school culture that champions equity...

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Around the world, countries are searching for ways of making their schools more effective for all children and young people. This book offers a new way of thinking about how to address this challenge. It sees improvement as requiring a collective effort that involves contributions from all members of a school community. Crucial to this is the idea of ethical leadership.

Promoting Equity in Schools is written by a team of academic researchers who had a most unusual opportunity to work with a network of schools over three years, experimenting to find more effective ways of including hard-to-reach learners. Bringing together practitioner knowledge and ideas from research carried out from a variety of perspectives, the authors provide rich accounts of what happened when the schools attempted to become more inclusive and fairer. In so doing, they throw light on the challenges this presents for school leaders.

The accounts presented in the book are located in Queensland, Australia, where the school system faces significant difficulties in relation to equity that resonate with similar difficulties around the world. These difficulties relate to policies that emphasise high-stakes testing and school choice, which tend to promote increased segregation, to the particular disadvantage of young people from low-income and minority backgrounds. The arguments presented suggest that even where worrying policies are in place, schools with leadership driven by a commitment to equity can still find space to develop more equitable ways of working.

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Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership

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Buy Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership 1 by Harris, Jess, Carrington, Suzanne, Ainscow, Mel (ISBN: 9781138095526) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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A practical guide to the essential practice that builds better teachers.

Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you...

Align your teaching with desired student outcomes

See your practice from new perspectives

Engage learners via multiple teaching formats

Understand and manage classroom power dynamics

Model critical thinking for your students

Manage the complex rhythms of diverse classrooms

This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups.

In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

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Becoming a Critically Reflective Teacher

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Buy Becoming a Critically Reflective Teacher 2 by Brookfield, Stephen D. (ISBN: 9781119049708) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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In Teaching to Diversity , Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions:

How do I make inclusion work for ALL students?

What are the foundational best practices of a truly inclusive learning community?

How does one create such a community?

The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes:: details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others.: includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms.: suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms.

Block One, Social and Emotional Learning

Block Two, Inclusive Instructional Practice

Block Three, Systems and Structures

The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom―including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.

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Teaching to Diversity: The Three-Block Model of Universal Design for Learning

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Buy Teaching to Diversity: The Three-Block Model of Universal Design for Learning by Katz, Jennifer, Brownlie, Faye (ISBN: 9781553793533) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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JENNIFER BROWN (she/her/hers) is an award-winning entrepreneur, speaker, diversity and inclusion consultant, and best-selling author. As the founder and CEO of Jennifer Brown Consulting (JBC), a 20-year-old certified woman- and LGBTQ+-owned industry-leading DEI consulting firm, Jennifer and her team are best known for their process of designing workplace DEI strategies and educational programming that have been implemented by some of the biggest companies and non-profit organizations in the US and globally, including FedEx, Hearst, American Red Cross, Under Armor, Major League Baseball, NBA, Toyota, Wells Fargo and many more.

Jennifer envisions inclusive organizations where all of us can thrive. As someone who has experienced both the advantages of privilege and the sting of stigma, Jennifer is boldly redefining what it means to truly belong-in the workplace, in our families, and in our communities - and openly shares her powerful and unforgettable true story with audiences to help us challenge our assumptions-about ourselves, about leaders, and others-and take inspired action today for a more inclusive tomorrow.

Jennifer is a sought-after keynote speaker for executive leadership on the topic of leading inclusively in uncertain times, and has presented at many top conferences and events such as the International Diversity Forum, the Global D&I Summit, the Forum for Workplace Inclusion, the NGLCC International Business & Leadership Conference, the Out & Equal Workplace Summit, Emerging Women, SHE Summit, Responsive, the Better Man Conference, INBOUND, ALTSummit, South by Southwest (SXSW), PBWC (Professional BusinessWomen of California), The Pennsylvania Conference for Women and Texas Conference for Women, and HR Transform.

She has been featured in media such as The New York Times, The Wall Street Journal, Harvard Business Review, AdWeek, Bloomberg Businessweek, Forbes, Inc., CBS, and many more. In addition, she sits on the Influencer Advisory Board for cultural intelligence consultancy Sparks & Honey, as well as L'Oreal's Global Diversity and Inclusion Advisory Board.

Her thought leadership accolades include Top Small Business Female Executive in 2019 (DataBird Business Journal), peopleHum.com's Power List of the Top 200 Thought Leaders to Follow in 2021, a Top 50 D&I and Gender Equality Influencer by Onalytica, one of Engagedly's Top HR Influencers, and an Inspirational Diversity & Inclusion Leader of the Year by D&I Leaders Global Benchmarking Survey 2021.

Jennifer is the bestselling author of three books, the first being Inclusion: Diversity, The New Workplace and The Will to Change. The first edition of this book, How To Be An Inclusive Leader: Your Role in Creating Cultures of Belonging Where Everyone Can Thrive, was named one of Catalyst's 5 Must-Read Books on Workplace Diversity, Equity, and Inclusion in 2021, a shortlist winner of the O.W.L. Award, winner of the 2019 Nautilus Book Awards' Business & Leadership category, and a top SABA 2020 Book Awards Audience Vote. The book and its Inclusive Leader Continuum has found a large and enthusiastic audience as a tool for mindset and behavior change in a wide array of organizational systems, from corporate leadership to academia to trade associations. Jennifer also recently co-authored a groundbreaking book on diversity, equity and inclusion in society with thought leader and fellow bestselling author, Rohit Bhargava. The book, Beyond Diversity: 12 Non-Obvious Ways To Build A More Inclusive World, was announced as a Wall Street Journal bestseller and also listed in Inc 's 22 Books to Read (or Reread) in 2022.

Her popular podcast, The Will to Change, appeared on Feedspot's Top 15 Diversity And Inclusion Podcasts You Must Follow in 2020, and as the host of over 200 episodes, Jennifer interviews leading CEOs, bestselling authors, and entrepreneurs about how we must continue to courageous evolve to ensure greater equity in today's and tomorrow's workplaces.

For information on JBC's consulting and training services, please visit us at www.jenniferbrownconsulting.com.

To learn more about Jennifer's speaking services, please visit us at www.jenniferbrownspeaks.com

Follow Jennifer on social media:

Twitter: @JenniferBrown

Instagram: @JenniferBrownSpeaks

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How to Be an Inclusive Leader: Your Role in Creating Cultures of Belonging Where Everyone Can Thrive

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Buy How to Be an Inclusive Leader: Your Role in Creating Cultures of Belonging Where Everyone Can Thrive Reprint by Jennifer Brown (ISBN: 9781523093144) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Inclusive Schools Role Model Hanne Rosius

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Inclusive Schools Role Model Mari Varsanyi

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SEL Video Lesson of the Week (week 12) - Appreciating Diversity

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Affirming Diversity In The Classroom Why it Matters to Your Students | Nadiyah Herron | TEDxCSUSB

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This report investigates existing national/top-level policies and measures that promote diversity and inclusion in school education.

It focuses especially on learners who are most likely to experience disadvantage and/or discrimination in schools, including girls/boys, students from different migrant, ethnic and religious backgrounds, LGBTIQ+ students, and students with special educational needs or disabilities. The report highlights existing targeted policy initiatives promoting the learners' access to quality, inclusive, mainstream education.

It provides a comparative overview of policies and measures across 39 European education systems and presents many country examples, which showcase some of the most recent initiatives taken across Europe.

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Promoting diversity and inclusion in schools in Europe

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This report investigates existing national/top-level policies and measures that promote diversity and inclusion in school education.

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Diversity, equity and inclusion in European higher education institutions: results from the INVITED project

Anna-Lena Claeys-Kulik, Thomas Ekman Jørgensen, Henriette Stöber

Inclusiveness has become a strategic question for a number of higher education institutions across Europe, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from various backgrounds to find their place in higher education. The idea that diverse learning environments may prepare students better for a diverse society and diverse research environments is gaining ground.

The report presents a broad picture with data from 159 higher education institutions in 36 European systems. It shows different institutional strategies and measures and analyses success factors, challenges and needs for support to build institutional capacity. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research.

See the INVITED questionnaire.

To top

European University Association

The Voice of Europe's Universities

The European University Association is a nonprofit organisation.

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Diversity, equity and inclusion in European higher education institutions: results from the INVITED project

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Inclusiveness has become a strategic question for a number of higher education institutions across Europe, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from various backgrounds to find their place in higher education.

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https://epale.ec.europa.eu/en/blog/inscool-promoting-inclusive-educational-practices

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EPALE - Electronic Platform for Adult Learning in Europe

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“INSCOOL” promoting inclusive educational practices! - EPALE - European Commission

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https://epale.ec.europa.eu/en/content/successes-and-policy-recommendations-iam-inclusive-education-using-animation-and-multimedia

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implemented in Greece, Cyprus, Hungary, and Poland I_AM: "Inclusive education using Animation and Multimedia" project aims to support the inclusive education of children with special educational needs and disabilities (SEND), through an innovative, person-centred, inter-disciplinary and art-based approach, .

The Erasmus+ project, which was launched in 2020, utilizes multimedia resources, with a particular emphasis on animation, through a blended learning capacity building programme, to develop a welcoming environment for children with SEND in mainstream schools.

During the past few years, we have been working together with school communities, promoting common values of social inclusion. Respect for children with SEND rights and their equal access to education was promoted, while stereotypes and discrimination were combated. The project comes to an end in December 2022, and at this point we have succeeded in connecting the dots between inclusive education approaches & techniques, the cultivation of emotional intelligence and multimedia usage in mainstream schools.

Capacity building of educational staff through a blended learning programme, that will support them to promote the notion of inclusiveness among students in mainstream schools. Educational staff will obtain skills on emotional intelligence, inclusive education techniques, leadership & classroom management skills, as well as basic animation development skills.

Besides all these activities, partners implemented initiate a fruitful discussion about policy recommendations national policy recommendation workshops in each country, in order to to stimulate and facilitate inclusive education for students with SEND nationally. The aim was a European-level 'system innovation' for tackling the societal challenges linked with the inclusive education of students with SEND in mainstream schools, while unlocking new opportunities for further research and development, by launching new projects (EU-funded or sponsored by other sources) based on the experiences gained in the project.

Policy recommendations are one of the most important parts of the I_AM project. In this area, our partners from Greece (IMEGEE and CMT PROOPTIKI) and Cyprus (Open University of Cyprus) decided to organize a joint Policy Recommendation Forum on 26th November 2022. We decided to have a joint workshop, because of the common language and culture of the two countries and the similar political situation in terms of inclusion.

The Open University of Cyprus: Countries are expected to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This means that everyone involved in education will play an important role towards the fulfilment of that goal. Therefore, the Open University of Cyprus's participation in I_AM project has been a great opportunity to secure its future sustainability and - despite the many challenges due to the Covid pandemic - to become one of the major national and international key actors who advocate for immediate policy change towards the promotion of inclusive education.

IMEGEE (Institouto Meleton ke Erevnon Genikis ke Edikis Ekpedefsis), Greece: We take the issue of policy recommendations very seriously and, thus, have planned along with CMT PROOPTIKI and Open University of Cyprus, a Policy Recommendation Forum in the form of an Open Dialogue on 26th November, with very important and prestigious speakers, leading experts in the field, prominent educators and policy makers. In the Forum, the results and conclusions of I_AM project were presented along with the insights we gained through the survey, the capacity building seminars and the making of I_AM shots. We drew valuable conclusions and took on board expert opinions about policy recommendations.

Hand in Hand Foundation, Hungary : We asked important stakeholders in Hungary to help to distribute I AM project materials, so that as many educators as possible can learn about the approach around Hungary. They promised to find ways to integrate methods and tools of I AM into the already existing tools of the Hungarian education system. As animation as a visual art was new to the stakeholders, this may take time, but they were open to finding new approaches to the topic. We have proposed to them the possibility of online courses, as this is favoured by educators, fitting better as it does with a busy schedule, especially if a participant lives in the countryside.

PLATFORMΑ-Urban Culture Co, Greece: The organization was established in 2004 in Athens, as a non -profit company aiming at the organisation of cultural events and the promotion of digital audiovisual culture. From 2008 until today, the Company organizes annually in Hermoupolis-Syros, in collaboration with the Municipality of Syros Hermoupolis and Region of South Aegean the International Animation Festival + Agora animasyros, aiming at artistic decentralization and creating an environment of encouragement and inclusivity for the inhabitants of the periphery of Greece. The most important message of the project and the closing conference - where Platforma was the organizer - was that animation had been incorporated very successfully as an educational tool. We are very optimistic for the future of inclusive education.

The content of this dissemination material represents the views of the author only and is his/her sole responsibility. The European Commission does not accept any responsibility for use that may be made of the information it contains.

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Successes and policy recommendations by the I_AM: "Inclusive education using Animation and Multimedia" project - EPALE - European Commission

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The I_AM: "Inclusive education using Animation and Multimedia" project aims to support the inclusive education of children with SEND. | Adult Learning in Europe

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https://wereset.eu/deliverables/toolbox-for-gender-neutral-diversity-oriented-institutional-communication-updated-version/

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Toolbox for gender-neutral, diversity-oriented institutional communication (updated version) - RESET Project

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RESET’s Toolbox for gender-neutral and diversity-oriented Communication (D5.4) was updated this summer and is now available in the new, expanded version. The update includes a new chapter on diversity in communication, with a focus on non-discriminatory communication in relation to anti-racism, dealing with disability and LGBTQIA+.

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Ministère de l'Education Nationale de la Jeunesse et des Sports

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"Together : international perspectives on inclusive education" : conference aims

Martine Caraglio, senior official for disability and inclusion, opened the conference with an outline of the topics to be covered.

"From coordination to partnerships", "from support to self-sufficiency", "from specialisation to training for all" and "from schooling to social and professional inclusion" are the key priorities, at a time when pupils with disabilities are finding enrolling in school increasingly complex because of the sheer diversity of stakeholders and institutions involved in supporting them and their families.

This complex web of stakeholders therefore needs to be simplified - hence the importance of partnership.

She underscored how important it was for pupils to gain qualifications and to be included in the workforce, as they once again have to deal with a multitude of organisations when they reach young adulthood : "This is a fundamental issue, because pupils cannot be included in society unless they are included in the workforce".

She set out the aims of the conference :

exchanging points of view

comparing and contrasting approaches, so as to inform further discussion around pupils with disabilities and to lay down the conditions necessary for their success

laying the foundations of a global network for discussion.

I would like to thank you for coming. I am delighted to see so many people here from across the globe. The problems that schools face are the same here in France as they are everywhere else in the world, no matter what language we speak. Because every school, wherever it is in the world, is in fact part of the same continent - the continent of knowledge, the continent of personal and collective progress. Every school shares the same ideals.

We have come together to talk about our practices and, together, to improve how we integrate pupils with disabilities into our schools.

This is a complex issue. There is no one-size-fits all formula. Nor can we pretend, as some would have it, that, by waving a magic wand, we can make something easy out of something difficult.

We have a duty to address the needs of our pupils, and their families, as quickly as we can. Today's conference is not about thinking as an end in itself. It is about taking action. Yet change does not happen overnight. We have plenty of questions to consider. For instance, we need to think about how we help families deal with the everyday issues they face, how we give pupils the individual support they need, how we transform the role of support workers, how we adapt school premises and educational materials, and how we coordinate the many stakeholders involved in the process. Sophie Cluzel and I have been addressing these questions, and more, during our time in government. We have already seen progress on many fronts, and further progress is set to come in this and future academic years. We are determined to work proactively in government to address the many problems we face. (...)

This issue is a matter of priority for the government. The President himself has stated that time and again, and I want to stress it again here. It is a priority for the French government because stepping up the pace of progress is absolutely imperative. (...)

If we are to create truly inclusive schools, we must radically change mindsets and reform our education system. We have a duty to address our pupils' needs, along with those of their families, as quickly as we can. We want French schools to be fully inclusive, because we believe that is the best way to raise standards. (...)

We have been working to deliver on this aim for the past year. We are investing heavily in recruiting new support workers. In 2019, we will be creating 12,400 new positions for learning disability support workers. The funding is already earmarked in the finance bill that we are bringing to parliament. And, as you know, we hired 11,000 new learning disability support workers for the current academic year.

By reducing subsidised contracts and hiring more learning disability support workers, we are delivering on our pledge to put an end to short-term contracts for staff supporting disabled pupils, and accelerate the gradual shift towards a system of more robust contracts. (...)

Teachers and support workers will receive better training. First, we will build continuing professional development programmes that encompass more stakeholders, including teaching staff, school leaders, healthcare and social work professionals, and non-profit organisations. As we know, this is a vitally important point. That is why all learning disability support workers have 60 hours of training per year built into their contracts - a move that will prove a genuine game-changer.

What we are doing in France is part of a wider, global movement - to achieve the highest levels of excellence, on this subject and on others, to progress continually, and to raise the bar in pursuit of fairness and justice, all by offering you the best models from other countries around the world. (...)
Together, we need to find ways to give all disabled pupils the best possible education.

From coordination to partnership between education stakeholders

By law, the public education service makes sure that all children are included in school. But it does not act alone. Who are its partners ? What healthcare and social work institutions does it work with ? How about local authorities ? And non-profit organisations ? What role does each one play ? How can partnerships be organised to respond best to the special educational needs of disabled pupils - today and tomorrow ?

Countries represented : Denmark, Canada (New Brunswick), Sweden and France

Inclusive education policies for disabled pupils in these four countries share two major themes in common.

All disabled pupils are taught in mainstream settings

Sweden is unusual in that there are no statistics on educational inclusion because, for stigma reasons, there is no official terminology. Nevertheless, the Swedish representative confirmed that 99 % of the country's disabled pupils are taught in mainstream schools.

Teachers need training and support

In New Brunswick (Canada), inclusive education policy starts from the premise that no teacher can possess the full expertise required for all pupils in his or her class.

In addition to the specific skills required to work in their field, professionals acquire and develop the skills to support educational staff. Professionals in contact with children receive support and training so they can work with groups of children with similar needs - not merely on a one-to-one basis - maximising their impact.

In France, there is growing awareness of the importance of preparing teachers to work with other adults and manage their classes in such a way that disabled pupils are taught in group settings. For instance, there is a rise throughout France of joint training programs involving education, healthcare and social work professionals.

Best practices highlighted during the round-table session

In Denmark, there is a special tool to support the shift from the specialised institutions system to a system in which disabled pupils are included in mainstream school settings. Known as the "inclusion matrix", the tool is used to provide specialised teachers with support and to help coordinate activities between and across different specialists. It is based on three criteria :

physical inclusion of the pupil

social inclusion of the pupil

psychological inclusion of the pupil.

The matrix includes a set of criteria to measure the extent to which pupils are included, and to support dialogue between stakeholders.

In addition, because pupils are active participants in the inclusive system, they gain "inclusive skills". The initiative ensures that all pupils are recognised and able to participate actively.

In France, there is a special scheme known as the Paris Santé Réussite "Learning Difficulty Prevention" programme, whereby a local unit of expert professionals identifies pupils with learning difficulties in reading and arithmetic in grades 1 and 2 to ensure they receive targeted support. The scheme helps teachers assess pupils and work with other stakeholders to make sure disabled pupils get the attention they need. The initiative ensures that action is taken quickly, without having to wait for a disability to be identified and officially recognised.

From support to self-sufficiency

More than half of all disabled pupils are prescribed personal, human support. In addition to the recruitment problems this raises, does the support actually meet the pupils' needs ? Does it allow them to "develop their personality, raise their level of initial and ongoing training, integrate with social and professional life, and exercise their rights as a citizen" as required by law ? What about self-sufficiency ? In what other ways could it be encouraged - now and in the future ?

Countries represented : Scotland, Ireland, Spain and France

During the discussions on supporting disabled pupils and the various policies that aim to do so, a common theme emerged : how do we encourage pupils with disabilities to become more self-sufficient ?

Supporting pupils without making them dependent

The first observation was that all countries represented at this round-table session provide disabled pupils with support. That support is provided either by specialist teachers or healthcare professionals (Scotland and Ireland), or by dedicated staff (Ireland, France and Spain). Moreover, all of the participants stressed that successful support depended on cooperation between all stakeholders, and with all pupils.

In some cases however (Scotland and Ireland), the concept of support is viewed in a negative light, as being synonymous with dependency. Increasingly, pupils are encouraged to become self-sufficient through the provision of differentiated support.

Helping pupils become self-sufficient
For the Scottish government, for instance, the priority is to prepare pupils to live independent lives in adulthood, with digital technologies used widely so that support workers do not have to be with the pupil at all times.
Prior to 2011, Ireland's support system was problematic. Care took up the majority of support workers' time, and there were often too many of them in the classroom, which caused teachers to feel uneasy. The system was revised in 2014, when the role of support workers was better defined and expanded. Now, the role is much less about pupils developing a dependent relationship with their support workers, and much more about helping disabled children integrate with other pupils in group settings.
Support workers have a dual role : to help disabled children progress at school, and to encourage them to work with other pupils. A personal plan is drawn up for each pupil, and support workers are required to track and report on the pupil's progress towards greater self-sufficiency and independence.
Developing the all-important inclusive environment

In France, half of all disabled pupils require support in school (175,000 pupils in total). As the need for support continues to grow, questions are being raised about whether having a support worker could be preventing pupils from becoming more self-sufficient. Support workers play a vital role for pupils who need them, but their involvement should not detract from the work of other stakeholders. Support workers should interact with other professionals as part of the inclusive process. Human support needs to be provided in just the right manner, so as to help pupils become more self-sufficient, not more dependent.

The participants also stressed that pupils should only be assigned a support worker as a measure of last resort, and that disability stems from a mismatch between the environment and a pupil's personal abilities, which can be acted upon. Consequently, efforts to foster greater social inclusion for disabled pupils could focus on adapting their environment, calling on health care and social work professionals, or engaging other pupils.

Considering social skills

Lastly, all of the participating countries stressed the importance of developing disabled pupils' social skills alongside other skills.

In Ireland, these skills are even included in educational curricula.

In Scotland, the law guarantees pupils with significant special needs a minimum 18-month transition period before going to university, as part of an action plan called Smart Target. The transition period gives the pupil an opportunity to visit the universities to which he or she has applied, to obtain information, and to request that the necessary human and technological measures be put in place. The transition period is a legal requirement, and it can be enforced through the courts if refused.

In Spain, support workers' primary duty is to encourage collaboration between different stakeholders, which can potentially cause conflict. It is therefore important to clearly define the degree of collaboration, so that the support worker's role within a teaching team is correctly positioned.

In the Basque Country (Spain), there is a special scheme where pupils with learning disabilities are able to remain in school until the age of 18 or 21. These young people are taught in mainstream schools, alongside other pupils.

France is currently trialling the Local Inclusive Support Unit (PIAL) system, to ensure that support is available locally to schools and to coordinate how that support is provided.

From specialisation to training for all

Like most European countries, France has adopted the inclusive school model of schooling for pupils with a disability. With the implementation of the 2005 law the schoolroom doors have been opened wide for disabled pupils formerly attending specialised institutions or separate classes.

Access to ordinary schooling methods for the greatest number of pupils assumes that emphasis is being placed on raising awareness and providing training for all personnel involved. From this perspective, how can all teachers be trained to take into account the increased diversity among their pupils ? What role should initial teacher training play in understanding the challenges of the inclusive school ? How can teachers adapt their practices to the special circumstances and needs of disabled pupils ? What changes in training for specialised teachers can be envisaged and for what assignments ?

Countries represented : England, Italy, Canada (Quebec) and France

Setting Training curricula locally

In Quebec (Canada), the education system is decentralised. Services are organised and schooling decisions are made locally. The Ministry of Education provides guidance to schools on organising services for disabled pupils. The support that these pupils receive is based not on a diagnosis, but on a determination of their needs and abilities.

Schools draw up action plans - with input from teachers, parents and, if possible, the pupil - to make sure appropriate services are provided.

There are 72 school boards in the country, with each acting as a local authority and deciding how to organise schooling in its area. Consequently, there is significant variation in the way services are organised. In most cases, disabled pupils are taught in mainstream classes, but there are also special classes and even a handful of specialised schools.

In the United Kingdom, education is decentralised. Even though the four constituent nations share a common approach, there are significant differences between them.

In England, the 150 local authorities have primary responsibility for making decisions around the schooling of children with special needs or disabilities. The national government determines the broad legislative framework. England's education system is extremely diverse, with schools enjoying a large degree of autonomy.

In France, initial training comes under the responsibility not of the Ministry of Education, but the Ministry for Higher Education, which is in charge of universities. Teacher training colleges (ESPEs) are university faculties responsible for training teachers. Each ESPE decides independently what training it wishes to provide, but it must adhere to the regulatory and training frameworks. ESPEs are required to deliver inclusive education training, although there is no specific quota.

Developing specialisation at teacher training colleges

In Quebec, primary and secondary teachers undergo four years of teacher training. There is also an undergraduate programme specialising in educational and social adaptation, plus a postgraduate course in teaching and learning methods for people who have already completed subject-specific training.

The specialised program in educational and social adaptation prepares staff for two roles: teaching a special class, and supporting a teacher whose class includes pupils with difficulties. In addition, educational adaptation issues are included in initial teacher training for all teachers.

In France, ESPEs are required to deliver inclusive education training to all trainee teachers, although they are free to determine how many hours they devote to this subject in their teacher training programmes. Specialist education training is largely delivered through continuing professional development, for which the Ministry of Education is responsible. However, the system is currently being reformed to include a greater focus on inclusive education in teacher training programmes.

In Italy, the inclusive model dates back to 1977. Special classes were abolished, and the inclusive system revolves around co-teaching. In addition to a "curriculum" teacher, classes also have a teaching assistant responsible for supporting pupils with disabilities. The teaching assistant is a specialised, qualified member of staff. At present, professionals follow a two-and-a-half year programme to become qualified for the role, including an entire semester dedicated to a particular type of disability. In addition, all teachers receive specific training as part of their initial teacher training programme, since they are all likely to have pupils with special needs in their classes.

In England, initial teacher training programmes are designed to give trainees an understanding of the needs of all children, including those with a disability, and train them to recognise what kinds of support are needed. In 2012, a new assessment tool was introduced to guide teachers and take account of their ability to tailor their teaching to pupils with disabilities.

There is also more targeted training for teachers just beginning their careers who are looking to specialise in teaching pupils with special needs. This programme is currently under development.

Better supporting teachers and fostering closer cooperation between stakeholders

In England, there are dedicated education coordinators for pupils with special needs. Staff in this position receive additional training and play a vital role. There is also a toolkit for teachers and support workers, as well as an online portal where teachers can access documents, resources and self-guided learning modules.

In Quebec, disabled pupils are entitled to remain in school until the age of 21. More and more pupils with disabilities are being taught in mainstream classes, with the percentages varying according to the type of disability or needs.

In France, the national authorities have created modules for non-specialised teachers. The courses are based on feedback from professionals and last between 25 and 50 hours.

There is also a growing trend for more joint training between educators and healthcare and social work professionals, to ensure all stakeholders are trained in inclusive education together.

In Italy, there is an à la carte training option, with teachers allocated a training allowance so that they can study at their own pace.

In England, new systems have been put in place to support pupils' transition to adulthood, and support provision has been extended until the age of 25.

Best practices

In Italy, there are a number of free courses. The country will shortly be launching a new website and is looking to include an adapted version of France's e-learning platform in its training programme.

In Quebec, regional support and assessment services have specialist staff who can assist teachers. In addition, schools are developing self-assessment schemes and forging partnerships with universities to pool knowledge gained through research and experience.

From schooling to professional inclusion

Countries represented : Germany, Finland, Portugal and France

Developing the right skills for the job market

In Finland, teachers start providing pupils with career guidance and support at primary school. At secondary school, there are specialist career guidance staff to perform these duties. The emphasis is on giving pupils the skills they need to live an independent life after they leave school. Over the past 15 years, there has been a marked increase in the number of pupils with special needs in secondary and higher education. At present, 20 % of young working-age people with disabilities are in full-time employment, 50 % were in temporary employment or in a subsidised contract in the past two years, and 30% had a high capacity for work.

In Portugal, until this year, students who were unable to complete compulsory education up to the age of 18 were enrolled on vocational courses to prepare them to enter the job market. In 2015, various measures were taken to adapt the national qualification framework. There are now recognised courses for people with disabilities, plus an inclusion programme designed to help young people become more self-sufficient and gain the applied skills they need in the workplace. Nevertheless, a high percentage of disabled people are still unemployed in Portugal.

Widening employment support schemes for young people with disabilities

In Finland, there are a number of job market measures such as temporary subsidised contracts and grants for companies that employee disabled people. Employment agencies also offer support services to young people who need them.

In France, there is a sheltered work system to help young disabled people access employment. Businesses are actively encouraged to hire people with disabilities, and this can be for financial reasons, through incentives, or because it fits with their corporate social responsibility programmes. Some companies sign agreements to hire disabled young people.

In Portugal, there is also a sheltered work system that provides placements for disabled people. However, individuals can only access time-limited placements, which means the scheme is not as effective as it could be. These protection systems can prove harmful.

Best practices raised during the round-table session

In Finland, schools are responsible for inclusion for as long as a disabled child is in their care. Once they leave school, the "Youth Guarantee" gives all young people under 25 and graduates under 30 the right to employment, or to vocational training if they are unemployed. Professional inclusion is viewed as a universal right, guaranteed by the welfare state through an inter-authority network that coordinates the various services available to people with disabilities.

International comparisons : innovative practices

Over and above their differences, in most OECD countries there is a general move away from integration and towards inclusive education - a model focused on adapting the school environment to pupils with special needs.

In every country, the inclusion of pupils with disabilities takes place on three levels :

Article 24 of the Convention on the Rights of Persons with Disabilities

"States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning [...]"

England

New systems have been put in place to support young people's transition to adulthood, and support provision has been extended until the age of 25.

Spain

Support in school is based on collaboration between members of the teaching team, even though this type of arrangement can sometimes cause conflict. The system relies on having support arrangements for disabled pupils defined clearly and precisely in advance. In the Basque Country, there is a special scheme where pupils with learning disabilities are able to remain in school until the age of 18 or 21. These young people are taught in mainstream schools, alongside other pupils.

Denmark

There is a special tool to support the shift from the specialised institutions system to a system in which disabled pupils are included in mainstream school settings. Known as the "inclusion matrix", the tool is used to provide specialised teachers with support and to help coordinate activities between and across different specialists. It is based on three criteria :

physical inclusion of the pupil

social inclusion of the pupil

psychological inclusion of the pupil.

The matrix includes a set of criteria to measure the extent to which pupils are included, and to support dialogue between stakeholders. In addition, because pupils are active participants in the inclusive system, they gain "inclusive skills". The initiative ensures that all pupils are recognised and able to participate actively.

Finland

Schools are responsible for inclusion for as long as a disabled child is in their care. Once they leave school, the "Youth Guarantee" gives all young people under 25 and graduates under 30 the right to employment, or to vocational training if they are unemployed. Professional inclusion is viewed as a universal right, guaranteed by the state through an inter-authority network that coordinates the various services available to people with disabilities.

Scotland

The law guarantees pupils with significant special needs a minimum 18-month transition period before going to university, as part of an action plan called Smart Target. The transition period gives the pupil an opportunity to visit the universities to which he or she has applied, to obtain information, and to request that the necessary human and technological measures be put in place. The transition period is a legal requirement, and it can be enforced through the courts if refused. For the Scottish government, the priority is to prepare pupils to live independent lives in adulthood, with digital technologies used widely so that support workers do not have to be with the pupil at all times.

Italy

All disabled pupils are taught in mainstream classes alongside other pupils, regardless of the type and severity of their difficulties.

In addition to a "curriculum" teacher, classes also have a teaching assistant who is specially trained in different types of learning difficulty and disability and experienced in inclusive education for disabled pupils.

There is an à la carte training option, with teachers allocated a training allowance so that they can study at their own pace.

Lastly, the head teacher plays an important role, and is responsible for the inclusion of all pupils with special educational needs.

Quebec

The support that disabled pupils receive is based not on a diagnosis, but on a determination of their needs and abilities. In addition, schools are developing self-assessment schemes and forging partnerships with universities to pool knowledge gained through research and experience.

Disabled pupils are entitled to remain in school until the age of 21. More and more pupils with disabilities are being taught in mainstream classes, with the percentages varying according to the type of disability or needs.

Under a recent pioneering pilot scheme in three primary schools, special classes for pupils with severe learning difficulties were transformed into mainstream classes. The aim was to provide the pupils with speech, language, remedial education and psychological support in a mainstream setting.

Sweden

In Sweden, there are no special categories of disability, although some pupils are identified as having special educational needs.

There is an educational partnership between teachers and pupils, where both parties are regarded as learners.

What next ? Future prospects from the conference

Although all of the countries participating in the international conference had laws and provisions asserting the right to inclusive education, the ways in which this right is realised differs from one country to the next.

In some of the more cohesive education systems, teaching arrangements at schools have been reorganised as part of a move towards greater individualisation, under a universalist approach to educational needs.

In other systems, there is a view that training teachers in special educational needs benefits all pupils.

Generally speaking, countries can be divided into three categories :

Countries where almost all pupils are taught in mainstream schools and where specialised schools are the exception rather than the rule.

Countries where specialised schools and special classes are widely used, even though some are gradually shifting towards an integrated model.

Countries in the middle, which combine these two systems.

Shared challenges

Over and above these contrasting realities, inclusive education has become the international benchmark model for policies in favour of rights of children and persons with a disability.

All of the countries in attendance share similar education strategies : an "inclusive school for all" where every pupil benefits fully from teaching, acquires knowledge and skills, participates in school life and, ultimately, gains a qualification.

For this reason, contacts have been made to continue shared discussions in international working groups focusing on specific themes.

Positive outcomes

The conference was an opportunity to bring together educational staff, parents and international partners and stimulate group discussion around how best to address a key social issue that transcends national borders: enabling every person, regardless of their specific needs, to become a well-rounded citizen of the world.

Through four themes discussed at the conference - "from coordination to partnerships", "from support to self-sufficiency", "from specialisation to training for all" and "from schooling to social and professional inclusion" - the attendees identified future prospects for addressing key issues such as how to work in partnership, what self-sufficiency means and how to achieve it, how to adapt educational practices to embrace diversity, and how to exercise citizenship.

The main aim of the conference was to show that, as well as sharing common approaches and facing often similar obstacles and challenges, education systems around the world are rethinking how they provide for disabled pupils, and that France is on the right path.
Through that inclusive process, France is shifting to a more universalistic conception of disability, i.e. one that focuses less on rectification and compensation.
As in Scandinavian and English-speaking countries, the emphasis now is on transforming the education system in a way that makes it more welcoming and accessible.

Key principles and guidelines

Principle 1 : Pupil support should have only goal in mind : self-sufficiency

All the attendees agreed that a system that views its role as chiefly to compensate for disability can, to a certain extent, cause adverse effects: by assigning too many support workers whose usefulness is not always evident, by failing to plan for a reduction in the level of support provided during pupils' time at school, especially those with less severe disabilities, and by failing to sufficiently recognise that pupils are able to build social relationships when they are given greater self-sufficiency.

The participants identified a number of areas where accessibility could be improved.
Make school (primary and secondary) the epicentre of inclusive education :

by establishing the head teacher or school head as the leader of the inclusive process

by providing schools, institutions and inspectorates with a self-assessment tool (QUALINCLUS) to help improve the school's inclusion policy and raise standards through a process of continuous improvement ; QUALINCLUS will enable schools to draw up or review their assessment, their strategy, or any other document or policy in a participatory manner

by switching the focus from compensation to how teaching and learning are organised :

Coordinating support provision within a dedicated unit, adopting a more holistic view of human, teaching, educational and therapy support

Involving all teachers in identifying and addressing pupils' needs in the classroom and in the wider school environment (expert resource persons, special programmes, support groups, inclusion units, human environment, technical environment, etc.).
Provide varied, appropriate forms of support :

by clearly defining the support worker's position within the teaching team

by employing, where appropriate, a dedicated resource person (in formats that differ from one country to the next: teaching assistants assigned to classes rather than pupils in Italy, additional specialised teachers in Quebec)

by embracing less traditional forms of support, such as getting disabled pupils to work in groups with other pupils (peer-to-peer learning) - an arrangement that is extremely popular among pupils themselves

by setting specific, measurable and achievable self-sufficiency targets for support workers and measuring progress through periodic assessments

by ensuring that support workers foster self-sufficiency without causing pupils to become overly dependent on, and attached to, them.

Principle 2 : Despite its complexity, partnership lies at the heart of the inclusive process
Coordinate and set timescales for improvement :

by designating a coordination body

by developing partnerships (through the existing formal agreement mechanism) between schools, teacher training colleges, and healthcare and social work institutions, with a view to forming inclusive "campuses" that support pupils' progress

by, in the medium term, developing more teaching units with specialised home care and support services (SESSADs) in mainstream schools

by ensuring that school premises are properly designed to accommodate other professionals (classrooms, etc.)

by setting up more social work and healthcare resource centres

by, in the longer term, forming inter-disciplinary teams in all schools and Local State Educational Institutions (EPLEs).

Principle 3 : Teacher training is critically important
Draw on new knowledge to embed differentiation across teaching and learning practices :
Mainstream classes are becoming increasingly diverse in their make-up, and pedagogical differentiation is the key to inclusive education.

Teachers need to be taught how to differentiate at teacher training college :

by promoting a civic-minded approach to assessment based on the child's needs and environment, rather than a more clinical approach

by training new teachers to identify special educational needs (drawing on findings from cognitive science), and how to address them

by training new teachers to use digital technologies.

Principle 4 : Continuing professional development plays a vital role and can come in many different forms

Continuing professional development for all teachers, plus specialised training for some.

France will launch a national HEADING FOR INCLUSIVE SCHOOL platform in September 2019 - a continuing professional development platform that will provide a clearer understanding of disability by examining practices, resources and support initiatives.
Local resource centres for a more local response.
These resource centres will be developed as part of the rollout of the national training platform :

by offering locally developed short-course modules to help teachers identify individual pupils' needs (using the GEVA-Sco2 assessment guide, varying responses, diversifying learning activities and situations, etc.)

by harnessing the potential of local training programmes (regions, districts, school networks) for all professionals (Ministry of Education, Departmental Disability Centres (MDPHs), healthcare and social work institutions)

by appointing a dedicated resource person in each school or institution (e.g. a specialised teacher or an inclusion unit coordinator to coordinate activities and support the head teacher).

Principle 5 : Professional inclusion is the guarantee of social inclusion

Young people with disabilities rely on the teaching and qualifications they gain in school to transition successfully into the world of work. In order to forge a clear path from school to employment and prevent pupils dropping out of the system, it is important to nurture links between professionals.
Support the transition between school and work :

by arranging meetings between representatives of state education and sheltered work sectors (seminar with the National Union of Sheltered Employers (UNEA)), with the aim of introducing more internships and training placements and, ultimately, employing more disabled young people

by submitting an Erasmus+ funding application for a project focusing on professional inclusion for young people with disabilities; discussions and networking will help countries work together to identify best practice in helping young people find work after they leave school.

The international conference provided an opportunity to compare and contrast different inclusive policy approaches, to benchmark France's inclusive model against other countries', to identify factors that shape a successful system and, of course, to determine an ideal model.

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On 18-19 October 2018, the French Ministry of Education organised a conference on inclusive education at the Cité des Sciences et de l'Industrie in Paris. The two-day event was an opportunity to compare approaches taken around the world, to exchange points of view, and to inform further discussion around inclusion of pupils with disabilities.

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Université Clermont Auvergne, ACTé, Clermont-Ferrand, France

Université Lille, ULR 4072-PSITEC-Psychologie: Interactions, Temps, Emotions, Cognition, Lille, France

Laboratory LPC, Université de Strasbourg, UFR de Psychologie, Strasbourg, France

The positive attitudes of teachers toward inclusive education appear to be necessary to successfully implement this policy. The present research, conducted within the French context, seeks to replicate the previous findings regarding students' type of disability or teachers' status and extend them by specifically examining the interaction between these two variables. We notably hypothesized that (1) teachers' attitudes toward inclusive education will be the least positive for students with autism spectrum disorder (ASD), in comparison with students with cognitive disorder (CD) and students with motor impairment (MI); (2) special education teachers will have more positive attitudes than general teachers; and more importantly (3) special education teachers, in comparison with general teachers, would be less likely to express distinct attitudes depending on the students' type of disability. An online questionnaire was completed by 311 teachers. The results replicated the previous findings by showing that teachers' attitudes were more favorable toward students with MI than students with CD or students with ASD. In addition, taking into account teachers' status, the results showed that if special education teachers had more positive attitudes than general teachers, they, however, expressed less favorable attitudes toward the inclusion of students with ASD in comparison with those with other types of disabilities. These results are notably discussed regarding the lay beliefs associated with students with ASD and the influence of training.

Introduction

Teachers' attitudes toward inclusive education, in its simplest definition, refer to the viewpoints or dispositions of teachers toward the particular "object" of inclusive education. The above-said viewpoint may consist of beliefs about teaching students with disability in inclusive settings (i.e., the cognitive component of attitudes), feelings associated with the teaching to these students (i.e., the affective component), and/or actions encouraging their inclusion (i.e., the behavioral component). It is important to study such constructs, since they could predict teachers' involvement in inclusive practices ( Sharma and Sokal, 2016).

Teachers' attitudes toward inclusive education are known to be influenced by a large number of parameters (for a review, see Avramidis and Norwich, 2002). For example, they could vary as a function of educational policy in a country ( Takala et al., 2012; Saloviita and Schaffus, 2016), academic support ( Urton et al., 2014), or the grasp of inclusive education policy of educators ( Krischler et al., 2019). Additionally, students' type of disability also strongly influences these attitudes.

As a first goal of the present study, based on the aforementioned results, we sought to replicate findings indicating that teachers' attitudes depend on students' type of disability. To be more specific, since students with ASD and cognitive disorder (CD) require more radical alteration of instructional practices (e.g., highlighting critical information, providing detailed and clear instructions on classroom assignments, preparing the student for daily or weekly activities, see Marks et al., 2003) than students with MI, we hypothesized that teachers' attitudes toward the inclusion of students with ASD and students with CD are less positive than that of those toward the inclusion of students with MI, because they challenge the regular teaching practices. In addition, since students with ASD can exhibit behaviors affecting their relationships with teachers and peers (e.g., difficulties with communication and social interaction, persistent patterns of restricted and stereotyped behaviors), we hypothesized that teachers' attitudes toward the inclusion of these students are less positive than that of those toward the inclusion of students with CD.

Additionally, the influence of teachers' characteristics, specifically, age, gender, and teaching experience, has been widely studied in the literature. However, the authors indicated that the results regarding these factors are somewhat muddled and inconclusive ( de Boer et al., 2011). For example, some studies have shown a difference between female and male teachers (i.e., female teachers are more favorable to inclusive education than male teachers, Vaz et al., 2015), while some others have not (see, e.g., Benoit, 2016). Nonetheless, the literature has more consistently identified a difference in teachers' attitudes based on their teaching status. Indeed, research has highlighted that general teachers (i.e., those who teach in mainstream education) usually have less favorable attitudes compared with their special education counterparts (i.e., teachers who benefit from specialized training and teach students with special educational needs in mainstream or special education, Desombre et al., 2019). This is the case at both explicit (i.e., attitudes overtly assumed, Desombre et al., 2019) and implicit levels (more automatic responses, Wüthrich and Sahli Lozano, 2018).

Several studies have attempted to shed light on the potential causes of this difference. Notably, Desombre et al. (2019) found that general teachers express less favorable attitudes than special education teachers, and that this is partly due to their lower level of general teaching efficacy. In the same vein, Tournaki and Samuels (2016) showed that administering the same course on inclusion-based curricula improved the attitudes of both general education and special education teachers, but that positive effects continued to impact only special education teachers at least 1,5 years longer. One may therefore conclude that a better inclusive education training (this specific course was part of a curriculum dedicated to inclusive practices) allows special education teachers to significantly increase their knowledge, effectively guarding them against negative attitudes toward inclusive education (for a review of interventions that improve the attitudes of teachers, see Lautenbach and Heyder, 2019). As a second goal of the present study and based on the previous results ( Wüthrich and Sahli Lozano, 2018; Desombre et al., 2019), we, therefore, expected to replicate the results showing that special education teachers harbor more positive attitudes than general teachers.

If replicating findings is particularly important (see Open Science Collaboration, 2017), the main goal of the present study is above all to explore the extent to which students' type of disability could also influence the attitudes of special education teachers. Indeed, since these teachers are trained to deal with a variety of situations and special educational needs, we believed that their familiarity can reduce their sensitivity to specific sets of difficulties faced by the students. In other words, studying the interaction between students' type of disability and the teachers' status would specifically allow us to test the hypothesis assuming that special education teachers, in comparison with general teachers, would be less likely to express attitudes that vary according to students' type of disability.

To sum up, we expected that (H1) the attitudes of teachers will be the least positive for students with ASD, in comparison with that for those with CD and those with MI; (H2) special education teachers will have more positive attitudes than general teachers; and (H3) special education teachers, in comparison with general teachers, would be less likely to express distinct attitudes depending on students' type of disability.

Methods

Participants

Three hundred and fifty-one teachers from several French regions participated voluntarily in this study. However, 40 participants did not complete the demographic information section and were removed from the sample (because it was impossible to get their teaching status). The final sample (a classical convenience one) included 62 men and 249 women with a mean age of 38.41 years ( SD = 9.12). Two hundred and forty-five participants were general teachers and 66 participants were special education teachers. One hundred and thirty-eight participants taught in elementary schools and 173 taught post-elementary grades (middle school and high school). Overall, participants possessed a mean teaching experience of 13.05 years ( SD = 9.35). General and special education teachers did not differ in terms of age, [ t₍120.61) = 1.02, p = 0.31], but did have different levels of teaching experience (i.e., general teachers had more experience than special education teachers in our sample), [ t₍121.27) = 2.07, p = 0.04].

Material

Participants completed a questionnaire inspired by the one developed by Mahat ( 2008, one of the most psychometrically sound questionnaires regarding this question, Ewing et al., 2018). In her original scale, the author proposed a measure to assess the cognitive, affective, and behavioral components of the attitudes of teachers toward inclusive education. In the present study, nine items were extracted from this questionnaire (i.e., three items for each component to recompose for each type of disability, a measure with the three subcomponents) and were slightly adapted to measure the attitudes of teachers depending on the students' type of disability [i.e., "students with a disability" in the original items was replaced by "students with (type of disability)" in the present scale]. Thus, three items assessed the attitudes of teachers toward students with ASD (α = 0.80, M = 3.38, SD = 0.95), three items assessed the attitudes of teachers toward students with CD (α = 0.78, M = 3.79, SD = 0.86), and three items assessed the attitudes of teachers toward students with MI (α = 0.77, M = 4.38, SD = 0.71). Participants filled in the questionnaire using a 5-point Likert scale (1 = totally disagree to 5 = totally agree). The order of these measures was counterbalanced between participants.

To ensure that our short scale is able to highlight a general attitude toward students with disability, an exploratory factor analysis was conducted on these nine items with oblique rotation (oblimin). The Kayser-Meyer-Olkin (KMO) measure was 0.83, and all KMO values for individual items > 0.80 reached a satisfactory threshold for conducting an exploratory factor analysis ( Field, 2009). This analysis revealed that only one component had an eigenvalue over Kaiser's criterion of 1, which explained 42.31% of the variance. All items were loaded on this factor at a satisfactory level (>0.49). This single-factor solution indicates that regardless of the type of disability of students, it seems that all items used here assessed the same concept, teachers' attitudes toward inclusive education.

Based on this preliminary analysis and since no hypotheses were formulated on the three distinct components of attitudes cited earlier, the general mean scores for the three measures were used. All material and data regarding this project can be accessed here: https://osf.io/jak6c/.

Data Collection Procedure

Participants were invited to participate in an online study during the spring semester of the 2017-2018 school year. The email informed them about the purpose as well as the procedure of this study. They notably learned that their participation was voluntary, they could quit the study without negative consequences, and they would not receive any financial compensation. Once consent was given, participants were asked to fill in the questionnaire. In the end, they received further details regarding the goal of this study.

Results

It should be noted that the data for this study were collected in the context of larger projects; none of the findings from the research herein have been presented in any previous study. In this research, no data exclusions were used, all data were collected before any analyses were conducted, and all variables analyzed are reported.

Preliminary Analysis

Since age, gender, and teaching experiences are sometimes known to influence teachers' attitudes according to the literature, a preliminary analysis was conducted controlling for the influence of these parameters. In this analysis, a model encompassing the status, age, gender, teaching experiences of teachers, and level of schooling in addition to students' type of disability was tested. Since none of these variables influenced the attitudes of teachers (all p > 0.12), they were removed from the final model.

Main Analysis

A repeated measure ANOVA was conducted with students' type of disability as a within factor at three levels (i.e., ASD, CD, and MI) and the status of participants (general vs. special education teachers) as a between-factor. It bears noting that the Mauchly's test indicated that the assumption of sphericity had been violated, p < 0.001, therefore degrees of freedom were corrected using Huynh-Feldt estimates of sphericity (ε = 0.94).

Regarding our first hypothesis, the analysis showed that students' type of disability influences the attitudes of participants, [ F₍1.88, 580.62) = 125.22, p < 0.001, η ² = 0.29]. Indeed, post hoc analyses with Bonferroni correction confirmed that teachers' attitudes toward the inclusion of students with ASD ( M = 3.42, SE = 0.05) are less positive than that of those regarding the inclusion of students with CD ( M = 3.84, SE = 0.05) who themselves are less positive and that of those regarding the inclusion of students with MI ( M = 4.30, SE = 0.05), all p < 0.001.

Regarding our second hypothesis, the results confirmed that general teachers ( M = 3.63, SE = 0.06) expressed less favorable attitudes than special education teachers ( M = 4.08, SE = 0.06), [ F₍1, 309) = 23.11, p < 0.001, η ² = 0.07].

Finally, regarding our third and main hypothesis, the results indicated an interaction between the status of participants and the type of disability, [ F₍1.88, 580.62) = 9.49, p < 0.001, η ² = 0.03]. As illustrated in Figure 1 and the post hoc analyses with Bonferroni correction, it seems that general teachers ( M ASD = 3.14, SEASD = 0.07; M CD = 3.53, SECD = 0.07) expressed less favorable attitudes toward the inclusion of students with ASD or CD than special education teachers ( M ASD = 3.70, SEASD = 0.08; M CD = 4.15, SECD = 0.08; all p < 0.001) but did not differ regarding students with MI ( M GE = 4.22, SEGE = 0.07; M SpE = 4.39, SESpE = 0.08, p = 1). However, it should be noted that though general teachers produced the trend described previously (all p < 0.001), special education teachers also expressed more positive attitudes toward the inclusion of students with MI and CD in comparison with students with ASD ( p < 0.001). No differences appeared between students with MI and CD for these ones, p = 0.26. Altogether, these results support our first and second hypotheses but partly the third one.

Figure 1. The mean attitudes of participants depending on their status (GE, general education teachers; SpE, special education teachers) and the type of disability of students (ASD, autism spectrum disorder; CD, cognitive disorder; MI, motor impairment). Errors bars represent 95% CIs.

Discussion

Inclusion is conceptualized as an active process which is able to reduce barriers to mainstream schooling, academic, and social achievements of all students. This definition fits the systemic approach that contrasts disability and social inclusion. In this actual conception, the role of environmental factors is emphasized in the emergence of inclusion vs. the influence of impairment on the situation. The ability of impairment to create disability is more negligible when the physical and human barriers are removed ( Hick et al., 2009). In this perspective, the attitudes of teachers toward inclusive education can constitute a key factor in ensuring that inclusion becomes a reality for all students ( Rousseau et al., 2013), and the aim of the present research was threefold. First, we wanted to evaluate conditions favorable to teachers' adoption of positive attitudes. Thus, we sought to verify the extent to which students' type of disability can influence the attitudes of teachers ( Avramidis et al., 2000). Due to the perceived cost associated with the inclusion of some students, we expected that the teachers' attitudes toward the inclusion of students with CD and ASD would be less positive compared with that of those toward the inclusion of students with MI. In addition, due to the potentially disruptive behaviors of students with ASD, we expected that the attitudes of teachers toward the inclusion of these students would be less positive, in comparison with that of those toward the inclusion of students with CD. Second, we sought to replicate the earlier findings regarding the impact of teachers' status on their attitudes and postulated that special education teachers would endorse more positive attitudes than general education teachers (see Desombre et al., 2019). Third and more importantly, we sought to test the extent to which teachers' status can constitute a favorable environmental factor to non-differentiation between students according to their type of disabilities. Thus, we hypothesized that special education teachers would be less likely to express distinct attitudes as a function of this parameter.

In addition, using such broad categories could also have created confusion, notably regarding students with ASD. Indeed, ASD includes multiple forms of autism, named as "spectrum" ( American Psychiatric Association, 2013). Some are associated with intellectual difficulties and challenging behaviors, while some others are not. Nevertheless, independent of this diversity, the overall negative lay representation of autism seems to dominate ( Dachez et al., 2016). This homogenization that lies at the core of stereotypical perceptions, especially toward ASD, can reinforce the less positive attitudes observed, while, on the contrary, introducing variability can have the opposite effects ( Brauer and Er-rafiy, 2011; Jury et al., 2021).

However, two methodological issues, possibly limiting the present findings, should be highlighted. First, the convenience sample we used reduces the generalizability of the present findings. Second, using a shortened scale instead of the full one from Mahat (2008) could question the validity of our measures. A future study with vignettes, a probabilistic sample, and the full scale might help to strengthen the present results.

Regardless of the need for further investigation, the present research has provided valuable insights within the inclusive education field of study. It contributes to the previous findings on attitudes toward the inclusion of students with disability in a new context (i.e., France) and furthers our knowledge by showing that students' type of disability also impacts the attitudes of special education teachers, despite their sensitivity to the issue of inclusive education. Although increasing the theoretical and practical knowledge dispensed to teachers could be a relevant way to improve the ability and confidence of teachers to teach in inclusive settings (for, e.g., see Forlin et al., 2014), these results could lead to the conclusion that boosting knowledge is not always sufficient to foster the inclusion of all students. Consequently, in order to identify potential leveraging methods to anchor the inclusive education paradigm, such results push researchers to come up with complementary alternatives to improve teachers' attitudes. As an example, Li et al. (2019) recently proposed a module for preservice teachers designed to improve their attitudes toward students with ASD. In their study, they demonstrated that practices involving mindfulness (i.e., a receptive attention to and awareness of present events and experience, see Brown and Ryan, 2003) could help teachers to reduce their negative attitudes toward students with ASD by sustaining their basic psychological needs (i.e., autonomy, competence, and relatedness). Such results are consistent with those that showed that perceived competence and support are fundamental to developing positive attitudes ( Urton et al., 2014). In the same vein, the training for both general and special education teachers could reduce the institutional categories regarding students with disability. Indeed, increasing the variability associated with this group (i.e., increase the perceived heterogeneity) could help to reduce potential prejudice regarding these students ( Brauer and Er-rafiy, 2011).

As a consequence, to fully sustain an inclusive school system, a comprehensive view of the needs of both students (in terms of accommodation) and teachers (in terms of training, competence, and support) appears essential.

Data Availability Statement

The datasets presented in this study can be found in online repositories. The names of the repository/repositories and accession number(s) can be found below: https://osf.io/jak6c/.

Ethics Statement

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

MJ and CD conceived and designed the study and collected the data. A-LP analyzed the data on the supervision of MJ. MJ drafted the manuscript. A-LP, OR, and CD provided critical revisions. All authors approved the final version of the manuscript for submission.

Funding

This study was funded by the Institut National Supérieur du Professorat et de l'Éducation-Lille Haut-de-France and the Caisse Nationale de Solidarité pour l'Autonomie (CNSA) (grant no. IReSP-17-AUT4-08).

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We wish to thank Andgelina Andrieux, Jessica Delamarre, Estelle Delcourt, Nicolas Rousseau, and Emeline Vandewalle for their help in data collection.

References

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Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers' Status and Students' Type of Disability Within the French Context

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The positive attitudes of teachers toward inclusive education appear to be necessary to successfully implement this policy. The present research, conducted within the French context, seeks to replicate the previous findings regarding students' type of disability or teachers' status and extend them by specifically examining the interaction between these two variables.

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https://alterconf2016.sciencesconf.org/91225/91225.pdf

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https://www.european-agency.org/country-information/france/legislation-and-policy

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Legislation and policy | European Agency for Special Needs and Inclusive Education

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Country information for France - Legislation and policy

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https://www.oecd.org/education/policy-outlook/country-profile-France-2020.pdf

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https://www.caf.fr/allocataires/vies-de-famille/articles/ecole-inclusive-quel-bilan-en-2023

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En France, des lois reconnaissent le droit d'aller à l'école, mais c'est celle de 2019 qui mentionne la scolarisation inclusive. De quoi parlons-nous exactement ? Où en est l'école inclusive en France en 2023 ? Quelles sont les perspectives ?

Selon la loi, l'école inclusive accueille tous les enfants, qu'ils soient ou non en situation de handicap. Elle met en place des solutions adaptées aux besoins particuliers de chaque élève, comme des aménagements physiques (rampes d'accès, ascenseurs...), pédagogiques (adaptation des supports, aide humaine...) et matériels (tables adaptées, ordinateurs, clavier Braille, dictaphone...). Chacun doit s'y sentir bien pour progresser à son rythme, selon ses capacités.
En pratique, les choses sont plus complexes, comme en témoigne Aurélie(1), la maman de Pierre(1), un petit garçon atteint de troubles du spectre autistique, scolarisé dans une école élémentaire ordinaire à Saint-Cyr-l'École (78) :" Nous sommes peu accompagnés dans les démarches administratives, et ces dernières sont très longues à aboutir. Par exemple, les thérapeutes ont déterminé que mon enfant avait besoin d'une aide humaine à temps complet pour pouvoir suivre en classe, se sociabiliser et respecter les règles d'hygiène. Mais nous n'avons obtenu l'aide d'une accompagnante d'élève en situation de handicap (Aesh) qu'à partir du mois de décembre et pour seulement 15 heures par semaine ! "
Certes, les moyens humains font défaut, mais l'Éducation nationale envisage dès la rentrée 2023 de rendre le métier plus attractif en rémunérant mieux les Aesh et en leur permettant d'accéder à un temps complet de 35 heures.

Une nécessaire transformation de l'école

Aujourd'hui, pour favoriser la scolarisation et répondre aux besoins éducatifs particuliers des élèves en situation de handicap, il faut d'abord saisir la maison départementale pour les personnes handicapées ( Mdph) qui va nommer un enseignant référent pour évaluer les besoins et les compétences de l'élève. La Mdph élabore ensuite le projet personnalisé de scolarisation de l'élève. Cet outil organise et définit les modalités de déroulement de la scolarité, les mesures d'accompagnement nécessaires et les actions pédagogiques, éducatives, sociales, médicales et paramédicales répondant aux besoins de l'élève. La scolarisation peut être individuelle ou collective, en milieu ordinaire ou en établissement médico-social.
Une organisation qui vient s'intégrer au fonctionnement de l'école ordinaire déjà en place. " Dans la logique inclusive, c'est au contraire à l'école de s'adapter pour apporter une réponse scolaire au plus près des besoins des élèves, quel que soit leur handicap ", résume Serge Thomazet, chercheur associé au laboratoire Acté(2) de l'Université Clermont Auvergne.
La mise en place de l'école inclusive suppose donc un changement de posture : " L'école doit se transformer totalement pour rendre possible la prise en compte des besoins éducatifs particuliers des élèves, et offrir des enseignements qui correspondent à leurs besoins afin qu'ils soient capables d'apprendre ce qui leur est enseigné "ajoute-t-il. Ce à quoi Marlène Fargues, trésorière de l'association Trisomie 21 France et maman d'un petit garçon concerné, précise : " En mettant l'accent sur l'inclusion, l'école favorise le développement global de chacun, en valorisant nos forces et en aidant à surmonter nos difficultés. "

Vers une meilleure accessibilité

Les pouvoirs publics prennent la mesure de l'enjeu. Lors de la conférence nationale du handicap, qui s'est tenue le 26 avril dernier, certaines mesures annoncées marquent une véritable inflexion en faveur de l'accessibilité avec notamment un renforcement des réponses de premier niveau (adaptation de la pédagogie, mobilisation du matériel pédagogique adapté, création de " pôles d'appui à la scolarité ", premières interventions des professionnels du médico-social), une transformation radicale de l'accompagnement humain (création du métier d'accompagnant à la réussite éducative, rassemblant les actuels Aesh et assistants d'éducation) et un accompagnement médico-social renforcé et rénové (déploiement d'équipes mobiles médico-sociales). " Ces mesures vont dans le bon sens, mais leur mise en œuvre doit être précisée. C'est pourquoi nous appelons à la reprise d'un véritable processus de co-construction, avec toutes les parties concernées, pour concrétiser ces annonces ", nuance Marlène Fargues.
L'école inclusive remplit un véritable enjeu de société qui va bien au-delà du handicap. En favorisant une éducation inclusive, la société reconnaît la valeur de chacun et cherche à construire un monde plus équitable et respectueux. " Ce n'est que de cette façon que l'école va rendre la société plus pérenne ", conclut Serge Thomazet.
(1) Les prénoms ont été changés
(2) Activité Connaissance Transmission Éducation

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En France, des lois reconnaissent le droit d'aller à l'école, mais c'est celle de 2019 qui mentionne la scolarisation inclusive. De quoi parlons-nous exactement ? Où en est l'école inclusive en France en 2023 ? Quelles sont les perspectives ? En France, des lois reconnaissent le droit d'aller à l'école, mais c'est celle de 2019 qui mentionne la scolarisation inclusive.

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L'inclusion des élèves à besoins éducatifs particuliers est une préoccupation majeure des systèmes scolaires actuels. Shutterstock

Les élèves désignés comme " à besoins éducatifs particuliers " sont des enfants qui " ont, de manière significative, plus de mal à apprendre que la majorité des enfants du même âge quand ils sont dans une situation particulière ou qu'ils souffrent d'un handicap qui les empêche ou les gêne dans leurs apprentissages ". Leur scolarisation est une préoccupation majeure pour l'ensemble des systèmes éducatifs, comme le rappelle le quatrième objectif de l'Agenda 2030 défini par l'ONU.

Pour faire face à l'hétérogénéité des élèves, les pays ont adopté différents modèles impliquant que la définition de l'éducation inclusive et la mise en œuvre de celle-ci y varient fortement. En France, l'éducation inclusive telle qu'elle est préconisée actuellement est le fruit d'un long processus impulsé à la fois par un cadre réglementaire et législatif propre à la France mais aussi par des engagements internationaux (par exemple, la déclaration de Salamanque en 1994). La notion en tant que telle a été utilisée en France, pour la première fois, dans la loi du 8 juillet 2013 d'orientation et de programmation pour la refondation de l'École de la République.

La conception de l'inclusion et ses implications pour l'institution scolaire ont ainsi évolué à travers le temps. Aujourd'hui, même si les enseignants y semblent majoritairement favorables, ils ressentent toujours des difficultés pour la mettre en œuvre. Ces difficultés peuvent en partie être liées au fait qu'en raison des nombreuses évolutions, le concept d'éducation inclusive manque de consensus et reste, encore aujourd'hui, mal compris par les acteurs de l'éducation.

De l'intégration à une pédagogie universelle

Le principe d'intégration des élèves à besoins éducatifs particuliers est apparu dans la loi d'orientation du 30 juin 1975. Ce principe renvoyait à l'idée que ces derniers peuvent apprendre dans le cursus ordinaire et leur demandait alors des efforts pour s'adapter à l'école et à son fonctionnement (même si des aides pouvaient ponctuellement leur être apportées). Les élèves pour lesquels l'écart à la norme n'était pas trop important étaient susceptibles d'être intégrés en classe ordinaire ; les autres étant alors orientés dans des classes ou établissements séparés.

Progressivement, au fil des ans, l'intégration a fait place à l'inclusion. Ces élèves ont ainsi bénéficié d'un niveau de participation de plus en plus élaboré, s'éloignant de l'intégration physique de 1975, sa forme minimale, pour atteindre une intégration administrative à partir de 2005, sa forme la plus avancée. Ces différentes évolutions se retrouvent également dans travaux de recherche à travers le monde. Ainsi, Kerstin Göransson et Claes Nilholm, en 2014, dans une revue de ces travaux universitaires, ont montré que l'inclusion peut y être définie comme :

(A) un simple accueil des élèves à besoins éducatifs particuliers sans référence aux apprentissages (définition dite de placement) ;

(B) un accueil des élèves à besoins éducatifs particuliers couplé à des adaptations pédagogiques (définition dite d'une individualisation spécifiée) ;

(C) l'adaptation à tous les élèves indépendamment de leurs besoins éducatifs particuliers (définition dite individualisée générale) ;

(D) la création d'une communauté qui prend en compte les principes d'équité et de justice au-delà du périmètre de l'école (définition dite de communauté).

Cette dernière forme tente de se construire en France depuis la loi du 11 février 2005 pour l'égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées. Avec cette loi, il ne s'agit plus d'intégrer ou de ré-intégrer les élèves à besoins éducatifs particuliers puisque ceux-ci ne sont pas exclus du système scolaire. Dans cette perspective, ils sont scolarisés en classe ordinaire et les enseignants sont encouragés à adapter leurs méthodes et leurs supports à leurs besoins.

L'inclusion scolaire procède donc d'une double adaptation. D'une part, il est toujours attendu de l'élève, quel qu'il soit, qu'il intègre la norme scolaire, des connaissances identifiées dans le référentiel de compétences. D'autre part, l'école doit, en fonction des besoins des élèves, adapter les démarches, les méthodes et/ou les supports pédagogiques pour permettre les apprentissages.

Les préconisations actuelles en matière d'éducation inclusive vont au-delà de ce concept d'inclusion notamment avec l'idée que les enseignements doivent être, dès la conception, accessibles à toutes et tous. Ainsi, les enseignants ne sont plus encouragés à construire un enseignement adapté à chaque élève présentant des besoins éducatifs particuliers (et donc à individualiser en quelque sorte les supports) mais plutôt à concevoir, en amont, des séances, des supports ou encore des méthodes répondants aux besoins de toutes et tous.

Read more: Comprendre les enjeux de l'école inclusive avec Disney et Pixar

Dans cette perspective, les élèves à besoins éducatifs particuliers ne doivent plus faire l'objet d'une attention exclusive et/ou particulière ; l'enseignant doit davantage être attentif aux barrières à l'apprentissage de toutes et tous. En conséquence, la proposition aux élèves de différentes modalités pédagogiques est préconisée pour répondre à la diversité des élèves. Cette approche, inspirée de l'architecture, est nommée conception universelle de l'enseignement.

Comme nous venons de la voir, le concept d'éducation inclusive a fortement évolué depuis les cinquante dernières années. Mais comment les enseignants se sont-ils emparés de ces différentes évolutions ? Cette question est d'importance dans la mesure où leur appréhension du concept a un effet sur leur acceptation de l'éducation inclusive et leurs pratiques professionnelles.

Sur le terrain, une variété d'approches

Une étude menée par Mireille Krischler et ses collègues, en 2019, basée sur les définitions de Kerstin Göransson et Claes Nilholm, montre que les enseignants luxembourgeois n'ont pas de définition consensuelle de l'éducation inclusive et qu'ils n'adhèrent pas à la définition la plus élaborée de l'éducation inclusive : la définition de communauté. Dans un même pays, les conceptions peuvent donc être différentes.

[ Près de 80 000 lecteurs font confiance à la newsletter de The Conversation pour mieux comprendre les grands enjeux du monde. Abonnez-vous aujourd'hui]

Des recherches que nous avons menées avec Anne-Laure Perrin (article à paraître) ont confirmé ces résultats dans le contexte français : non seulement les enseignants français ne se représentent pas de manière identique la notion d'éducation inclusive mais leur approche se réfère encore beaucoup au modèle intégratif (47 % d'entre eux se réfèrent aux définitions A et B données précédemment).

Cette prégnance du modèle intégratif chez les enseignants peut aussi se traduire dans certaines des raisons qu'ils invoquent pour la mise en œuvre de l'éducation inclusive ou même certaines préoccupations que les enseignants peuvent avoir. Ainsi, par exemple, certains enseignants pensent que l'école inclusive est mise en place pour faire faire des économies au gouvernement, " pour se donner bonne conscience " ou en réponse " au lobby des parents d'enfants handicapés ".

Par ailleurs, certains enseignants peuvent penser qu'enseigner à des élèves à besoins éducatifs particuliers peut nuire au progrès des autres élèves. Ces projections et préoccupations ne sont pourtant pas représentatives de ce qu'est et ce que doit être l'éducation inclusive et nous semblent devoir alerter les différents acteurs de l'éducation.

Read more: Quel regard les enseignants portent-ils sur l'école inclusive ?

Aussi, pensons-nous, que pour une mise en œuvre réussie de l'éducation inclusive, il faut prioritairement s'assurer que tous les acteurs travaillant à la participation sociale de l'élève, enseignants, parents, accompagnants des élèves en situation de handicap (AESH), cadres de l'éducation nationale, employés du secteur médico-social commencent par parler de cet objet en utilisant les mêmes termes. Cela nous semble ainsi renforcer le besoin de formations croisées mêlant ces différentes personnes afin de développer une culture commune et partagée de l'éducation inclusive (voir pour plus d'informations l'action 4 du PIA3 100 % IDT : un défi, un territoire).

Il est à noter que cette réponse ne doit en revanche pas se substituer aux autres mesures nécessaires (et pour certaines actuellement engagées) que ce soit au niveau des investissements (par exemple l'ouverture de nouveaux dispositifs), de la formation initiale et continue des enseignants ou encore de la professionnalisation et la sécurisation des conditions de travail des AESH. Prises ensemble, ces mesures contribueront alors à l'atteinte d'une école pleinement accessible.

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Accueil et pédagogie : où l'école inclusive en est-elle en France ?

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Les élèves désignés comme " à besoins éducatifs particuliers " sont des enfants qui " ont, de manière significative, plus de mal à apprendre que la majorité des enfants du même âge quand ils sont dans une situation particulière ou qu'ils souffrent d'un handicap qui les empêche ou les gêne dans leurs apprentissages ".

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Ireland has long prided itself on having one of the best education systems in the world, but in recent decades we have been falling behind many other industrialised nations in one key area.

Just as Irish society has become increasingly diverse, the teaching profession has remained homogenous.

Today's schools are host to different nationalities, ethnicities, religions and heritage, but the face at the front of the classroom remains overwhelmingly white, Irish, settled, Catholic and female.

Some may ask: "If the children are getting a good education, what's the problem?"

Researchers say the problem is that provision of high-quality education requires more than just adequate resources and high academic standards.

Studies, both in Ireland and around the world, demonstrate unequivocally that children from diverse backgrounds - whether they come from ethnic or religious minorities, migrant families, marginalised communities or experience disabilities - need to see themselves reflected in the teaching profession.

Role models

For most children, teachers represent the most significant role models and authority figures they experience outside the home.

In Ireland today, some 99 percent of student teachers identify as 'white Irish', as compared to 85 percent of the population, while less than 5 percent of people training to become primary teachers has a disability, in comparison to 13.5 percent of the country as a whole.

It is well-documented that entry to the teaching profession is largely predicated by social class, with those from farming and professional backgrounds being over-represented in all areas of teaching.

Indeed, some sectors of Irish society are almost entirely excluded from the profession: in 2014 only one person from the 2,437 students who applied for primary teacher training identified as being from the Traveller community.

In the context of a modern, pluralistic and diverse nation, the continuing homogeneity of the teaching profession suggests we are failing to provide many thousands of children with an educational environment conducive to their future success and wellbeing.

And this is not solely because they do not see role models they can relate to when they go to school each morning.

Marginalised

Research shows that teachers from diverse backgrounds set high expectations for students from marginalised groups, and act as mentors and advocates for them, often with transformative results.

Moreover, it has also been shown that the advantages of a more diverse teaching profession extend beyond the experience of students from minority groups, bringing crucial benefits to the entire student cohort.

This is because internalised and unconscious beliefs about inferiority and difference are overcome when children see people from disadvantaged groups as professionals and authority figures.

Research shows there are several barriers facing underrepresented groups when attempting to access initial teacher education.

These include financial barriers, a lack of experience of third level education, knowledge of the Irish education system and the high academic standards required to access initial teacher education.

It is widely understood that there are inequalities across Ireland which impact how and why students perform well academically.

One of the most controversial topics when considering access to the teaching profession is the Irish language requirement.

Irish requirement

Applicants for primary initial teacher education must have achieved a H4 in higher level Leaving Certificate Irish or an equivalent examination, and postgraduate student teachers must also demonstrate a high level of fluency in an oral test.

Though most agree the Irish language is a foundation stone of our culture and national identity and must remain a key pillar of our education system, the conversation over how it is delivered in schools, and the concomitant implications for access to teacher training, is ongoing.

Many experts believe the current approach to the teaching and examining of Irish is not conducive to students' experiencing it as a living, enjoyable language.

Change to our approach to teaching Irish, and the requirements set for aspiring teachers, is not something that can be achieved overnight.

Nonetheless, some critics say the fact that many schools simply cannot deliver adequate results in higher level Leaving Cert Irish effectively precludes many thousands of young people from ever becoming primary school teachers.

Initial steps

Some initial steps towards improving diversity in Irish teaching are being taken.

In 2017 the Department of Education in partnership with the Higher Education Authority, funded the six centres of teaching excellence across Ireland, under the Programme for Access to High Education (Path) scheme, to widen access to initial teacher education for underrepresented groups.

One of these projects, Maynooth University's Turn To Teaching programme has taken an expansive approach; directly targeting the barriers that prevent aspiring teachers from acceding to the necessary training.

The programme, now moving into its second year, offers a spectrum of academic, financial, social and logistical supports to would-be teachers from communities including migrants, ethnic minorities, persons with disabilities and people from marginalised backgrounds in order to facilitate a pathway into initial teacher education.

Being conscious of the crucial role played by mentors in supporting young people from these communities, it also provides training to those who have already made it into the profession. This aims to facilitate them in building supportive and ongoing relationships with those who are coming after them.

Critically important

Most researchers agree that these programmes are critically important, pioneering first steps towards tackling the problem of teacher homogeneity in Ireland.

The benefits mean that our school staffrooms will reflect our classrooms to the greatest extent possible.

Conversely, experts says, failing to do so risks suppressing the potential of all Irish children to learn about and better understand the richness and beauty of difference.

Most fundamentally, they say, diverse classrooms need diverse teachers. As the pioneering children's rights activist Marian Wright Edelman famously said, "you can't be what you can't see."

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Lessons in diversity: The changing face of teaching in Ireland

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New teaching initiatives aim to diversify a 'white, middle-class' profession

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Queensland Curriculum and Assessment Authority

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Standing Together Against Racism: A Training Handbook

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Standing Together Against Racism: A Training Handbook

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