Pursuing the goal of Article 24 of the UN Convention on the Rights of Persons with Disabilities to provide all persons with or without disabilities with equal rights and equal opportunities in education, the project consortium of 7 partners from DE, AT, FI , ES and BE (Landes-Caritasverband Bayern, Ludwig-Maximilians-Universität, Pädagogische Hochschule Salzburg, Kehitysvammaisten Palvelusäätiö, Fundacio Espurna, Plataforma Educativa and European Association of Service Providers for Persons with Disabilities) and 10 primary or secondary schools in DE, AT, FI and ES cooperate to implement inclusion competences among staff and to transfer inclusion theory into practice in primary and secondary schools.For this purpose the project consortium will develop a coaching manual on the basis of coaching processes that will be implemented in the 10 pilot schools. The results of the coaching processes will flow into a coaching manual for other coaches and for other schools. The project will also develop and test training modules for the heterogeneous group of school staff. The trainings modules will respond to the training needs of the following staff groups:-teachers in general schools and special schools-staff of the mobile special needs service-administrative school staffThe training modules will cover the attitude and perception with regard to inclusion, the knowledge on students with special needs, competences in diagnosing special needs, inclusive teaching methods in heterogeneous groups, cooperation with other professions, services, parents etc. They also concern the understanding of the role of each staff member in the team of a school and in the school system. They can be implemented in schools and in the further education system. They can also be adapted to the general teacher training system.Next to the coaching manual and the training modules the project will produce video-clips to enhance the dissemination of the coaching manual, the training modules and the recommendations of the project.Participants of the projects will be the school staff and the pupils of the 10 pilot schools. In addition to the coaching processes at their schools the staff will participate in 2 short-term joint staff training events (40 participants for the staff trainings in total).The activities of the project consist of 5 transnational meetings of the project consortium, 8 meetings of the national project teams in each country, 2 joint short-term staff training events, the coaching processes in the 10 pilot schools, the work on the project products and diverse dissemination activities on the local, regional, national and European level.The expected impact on the persons who are directly involved in the project (project staff, the staff and stakeholders of the pilot schools and the participants of the multiplying event) is: enhanced positive perception on inclusion in education, increased knowledge on inclusion in theory and visible steps made in practice towards inclusion. In consequence to the coaching processes the pilot schools will have made a significant development towards inclusive structures, processes and competences in their schools.The partners who are stakeholders on the political, scientific or professional level will have a sound understanding of inclusion in education and a clear picture of how inclusion can be achieved in practice in schools and which conditions are necessary for that. They will be able to communicate clear recommendations related to systems, structures and conditions to other political and professional stakeholders. The partners will have developed means to respond to the qualification needs of educational staff in schools on inclusion and will have implemented them in their structures for training and education.Due to the multiplying events, the dissemination strategy and the influential position of the partners the consortium will be able to transport the project results to other stakeholders in the educational system. These stakeholders are invited to adapt the coaching manual and the training modules and to transfer them to their own practice.
Pursuing the goal of Article 24 of the UN Convention on the Rights of Persons with Disabilities to provide all persons with or without disabilities with equal rights and equal opportunities in education, the project consortium of 7 partners from DE, AT, FI , ES and BE (Landes-Caritasverband Bayern, Ludwig-Maximilians-Universität, Pädagogische Hochschule Salzburg, Kehitysvammaisten Palvelusäätiö, Fundacio Espurna, Plataforma Educativa and European Association of Service Providers for Persons with Disabilities) and 10 primary or secondary schools in DE, AT, FI and ES cooperated to implement inclusion competences among staff and to transfer inclusion theory into practice in primary and secondary schools.For this purpose the project consortium developed a guide on how to start, steer and implement a school´s development towards inclusion on the basis of coaching processes that were implemented in the 10 pilot schools. The project also tested and developed 4 training modules on inclusion for school staff and families. The topics of the training modules are "Together in a team - team work and inclusive education", "Family partnership", "Inclusive cultures in schools" and "Inclusive educational practices".The training modules can be implemented in schools and in the further education system. They can also be adapted to the general teacher training system. Finally the project produced 6 video-clips to enhance the dissemination of the guide and the training modules. School staff members of the pilot schools participated in the coaching processes at their schools and in 2 short-term joint staff training events (40 participants for the staff trainings in total).The activities of the project consisted of 5 transnational meetings of the project consortium, in average 6 meetings of the national project teams in each country, 2 joint short-term staff training events, the coaching processes in the 10 pilot schools, the work on the project products and diverse dissemination activities on the local, regional, national and European level.The impact on the persons who were directly involved in the project (project staff, the staff and stakeholders of the pilot schools and the participants of the multiplying event) is: enhanced positive perception on inclusion in education, increased knowledge on inclusion in theory and visible steps made in practice towards inclusion. In consequence to the coaching processes the pilot schools made a significant development towards inclusive structures, processes and competences in their schools.The partners acting as stakeholders on the political, scientific or professional level gained a sound understanding of inclusion in education and a clear picture of how inclusion can be achieved in practice in schools and which conditions are necessary for that. They are now able to communicate clear recommendations related to systems, structures and conditions to other political and professional stakeholders. The project products are helpful means to respond to the qualification needs of educational staff in schools on inclusion. The partners use them for their training and educational programs. Using the multiplying events, the project website, the project newsletter, the national project teams and their influential position in general the partners were able to transport the project results to other stakeholders in the educational system. These stakeholders are now invited to adapt the guide and the training modules and to transfer them to their own practice.