This project intends to combine two relevant concepts, evidence-based education (EBE) and school inclusion, that affect both the field of educational research and the social dimension concerning those actions aimed at individuals with special educational needs (SEN). This is a field in which there are not yet operational models shared at European level, starting from which the results of research and practical applications (good practices) can be validated, disseminated and compared. The dimension of EBE refers to the notion that decisions in education should be taken based on the knowledge that empirical research provides, in relation to a greater or lesser effectiveness of different teaching actions. At this level, a model that indicates which types of researches can be considered as adequate to validate interventions aimed at individuals with SEN is to be developed. This project aims at identifying and integrating, within a reference model, the research procedures able to give evidences to the validation of educational programmes, directed to the school inclusion of every pupil. The question of the research shared by all the participants, is: “Which road to take to evaluate, with an evidence-based education the elements that really characterize a quality inclusive school?” Aims: 1. definition of a reference model to validate the quality of school inclusion according to the principle of EBE; 2. foundation of a European research network; 3. researches in different countries concerning the topic of school inclusion according to the model’s lines; 4. analysis of the impact on beneficiaries of the actions and delineation of shared guidelines; 5. dissemination of the experience through Open Education Resources (OERs); 6. dissemination of the model also through staff mobility. Partnership: - University of Perugia: it is experienced in managing European projects and the staff involved in this project has a consolidated experience in the field of special education; - University of Udine: the research team is leader in the field of special education in Italy, in particular with regard to the Autistic Spectrum Disorder (ASD) and Attention Deficit Hyperactive Disorder (ADHD); - University of Duisburg–Essen: it gives an added value to the project thanks to its international expertise in the field of the OER, dissemination, quality assurance and exploitation of results; - University of Barcelona: it is a international benchmark for the studies about prosociality, central dimension in the development of inclusive school practices; - University of Zagabria: it is committed in examining social inclusion and quality support in educational institutions for students with ASD and ADHD; - University of Ljubljana: its faculty of education is the only institution in Slovenia that trains specialist in inclusive education and education of children with SEN. Experimentation methodology: 1. Definition of an EBE model applicable in the field of research about school inclusion that combines three dimensions: - efficacy of interventions (efficacy research): What works? - effect that the interventions produce (effectiveness research): When does it work?; - modalities of application (implementation): What can we do to make it work?, Is it working? 2. Construction and validation of an assessment protocol: it’s necessary to define which indicators can be taken into consideration to evaluate the inclusion degree. Referring to the dimensions highlighted by Booth and Ainscow (2002) in the Index for Inclusion - policies, practices and cultures - a rating scale will be developed and validated. It will be used to evaluate the outcomes of the experimental project and will also be standardized. 3. Experimentation. The concept of inclusion is considered in two different aspects: on one hand as a tool for fostering a more harmonious growth of all the pupils; on the other, as the result of specific educational procedures promoted in school. Following an approach respondent to our EBE model, two experimental situations are foreseen: - inclusion as dependent variable: “How to improve school inclusion?”; - inclusion as independent variable: “Are the more inclusive classes also the most efficient?” An international expert in special educational needs and inclusion and research on learning and teaching will supervise the analysis of feasibility and sustainability indicators of these programs. 4. Collection of good practices: it will involve more stages, aimed at improving and refining the good practices, in order to deliver a quality product, able to answer the needs expressed both by teachers and the wider European community concerning teaching practices based on evidence. Expected Results and Foreseen Impact: 1. positive reputational effects for the participating organisations; 2. increased awareness on inclusion in an EBE perspective; 3. increased influencing on policy and practice.
EBE-EUSMOSI aimed at identifying and assessing which elements can really make the quality of school inclusion by using the principles of evidence-based education. Five European countries (Italy, Spain, Croatia, Slovenia and the Netherlands), which have different educational systems, took part in the project in hand and posed an interesting challenge to research. EBE-EUSMOSI proposed a model able to answer the need for building shared and reliable forms of knowledge, at a European level, on the inclusive processes promoted by schools, and to be really attainable in the different educational contexts. Aims: 1. definition of an evidence-based model to validate the quality of school inclusion according to the principle of EBE; 2. creation, validation and standardization of a tool for assessing “inclusive process promoted by the school” 3. researches in different countries concerning the topic of school inclusion according to the model’s lines; 4. analysis of the impact on beneficiaries of the actions and delineation of shared guidelines; 5. training teachers on “inclusive education” through an evidence-based approach; 5. dissemination of the experience through Open Education Resources (OERs); 6. dissemination of the model also through staff mobility. The partnership is composed by University of Perugia (Coordinator) and Udine (IT), Autonomous University of Barcelona (ES), University of Zagreb (HR), Open University of the Netherlands (NL) and University of Ljubljana (SI). Project experimentation methodology and activities: 1. Definition of an EBE model applicable in the field of research and practices about school inclusion that combines three dimensions: efficacy of interventions, effects produced by interventions, and ways of application. 2. Developing and validating a tool for assessing the inclusive process pertaining to school contexts called “Inclusive Process Assessment Scale”. The Scale, which is the outcome of the partnership, sets itself both as an assessing and self-assessing tool, useful for allowing specific types of evaluation and promoting thoughts on inclusive education’s quality indicators, thus contributing to the planning and ongoing adjustment of the educational project of the school and the class. The tool, in its computer version as well, allows for the planning of researchers that can collect evidences supporting an inclusive education system. 3. Experimentation. Following an approach respondent to the EBE model, two experimental plans has been realized in order to reply two different research questions: “How to improve school inclusion?” Randomized Controlled Trial (RCT) realized by Italy (Unipg) and Spain; “Are the more inclusive classes also the most efficient?” Correlation study realized by Italy (Uniud) and Croatia. An international expert in special educational needs and inclusion and research on learning and teaching supervised the analysis of feasibility and sustainability indicators of these plans. 4. Collection of good practices: it involved more stages, aimed at improving and refining the good practices, coming from the different Countries in order to deliver a quality product, able to answer the needs expressed both by teachers and the wider European community concerning inclusive practices based on evidence. 5. Developing and validation of an educational curriculum for fostering inclusive process. The PROSEL curriculum proposed the union of two approaches: socio-emotional learning (SEL) and prosociality (PRO), due to their specificity and mutual interaction could deeply affect the quality of schools’ and classes’ inclusive processes. It aimed at promoting intrapersonal and interpersonal skills in primary school learners so they are able to actively participate in school life and improve positive and inclusive settings. It also promotes those knowledge, skills and expertise that would help teachers and learners creating a good class climate, respecting and fostering the differences of each and all students. Results and impact Data analysis from the two experimental plans showed very positive, evidence-based results both on the basis of learning effectiveness (in oral comprehension and math) for all students, in classes with a high level of inclusiveness, and about the improvement of the quality of inclusive processes in the classroom, through teacher training and specific pupil education aimed at developing social, emotional and prosocial skills. Given the geographical coverage of the experimental plans, coupled with the evidence-based results achieved, the project is potentially able to influence EU policies by focusing increasingly on the positive influence that the inclusion process can play in achieving a success of all students, as well as in their social, emotional and prosocial education as a key element in promoting inclusive practices in the different European school systems. For the results and impact indicators, see Section No. 6.1 of this report.