With the project, we aimed to improve the quality of work and practices in all three partner institutions and create a tool that allows schools to self-evaluate and develop an inclusive environment. Our goal was to equip educational, professional, and leadership staff with theoretical knowledge and practical guidelines for more effective inclusion. We developed three main outcomes: a self-evaluation questionnaire, a manual with recommendations, and a web application for calculating the inclusion index, tailored to the needs of schools. We based our work on the existing inclusion index (Booth & Ainscow) and simplified it for wider use. At the same time, we wanted to identify factors that promote or hinder the inclusion of students with special needs and raise awareness among decision-makers and the public about the importance of inclusive education—where every student can develop their potential, parents are involved, and professionals are supported with tools that enable true inclusion. The project directly addresses Erasmus+ priorities—support for teachers, diversity, equity, and innovative teaching approaches.
The idea for the project stems from the reflections and extensive experience of three leading schools in Slovenia, Serbia, and North Macedonia, specializing in the education of individuals with special needs. While formal conditions for inclusion exist, they often fall short in practice, failing to provide a learning environment where every student feels accepted and heard. Students with intellectual disabilities, autism, and associated disorders frequently remain in segregated facilities. Meanwhile, mainstream schools and their teachers lack the support, tools, and knowledge for effective inclusion. Creating a truly inclusive education requires a shift in how we understand diversity and demands commitment from all community members—teachers, parents, students, professionals, and the broader community. The project emerged from the recognized need for a systematic tool that would enable schools to self-evaluate their level of inclusiveness and systematically improve their practices. As centers of expertise providing support to mainstream schools in our countries, we felt called to combine our experiences and develop a shared model of an inclusive school. By doing so, we contributed to the European priority of "Inclusion and