1. School improvement based on
inclusive values
Promoting Inclusion with Cognitive Approach in European Countries Erasmus Intensive Programme, Marmara University, Istanbul
Thursday 12 April 2012
Dr Artemi Sakellariadis
Director, Centre for Studies on Inclusive Education (CSIE)

2. Welcome!

3. Introduction What are schools for? Who benefits from today’s schools?
Who doesn’t?

4. developing learning and participation in schools
Index for Inclusion:
developing learning and participation in schools
(Booth & Ainscow 2011)
A values-based resource for school improvement.
Concerned with removing barriers to learning and participation.
Encourages a participatory approach.
Welcomes diversity as a rich learning resource.

5. Some back stories Idea born in 1993 “Index team”
22 schools, 3 years, 2 draft versions
First published in 2000 (28,000+ copies)
Revised in 2002
Early years version 2004, 2006
Revision started 2008
39 translations

6. Write down two things about you that are true and one which you have made up.

7. The three dimensions of the Index

8. The 3 dimensions of the Index
Creating inclusive cultures
Building community
Establishing inclusive values
Producing inclusive policies
Developing the school for all
Organising support for diversity
Evolving inclusive practices
Constructing curricula for all
Orchestrating learning

9. The 70 indicators of the Index
Statements of aspiration to guide school development.
For example:
A1 Building community
A1.1 Everyone is welcomed.
A1.2 Staff co-operate.
A1.3 Children help each other.
A1.4 Staff and children respect one another.
A1.5 Staff and parents/carers collaborate.
A1.6 Staff and governors work well together.
A1.7 The school is a model of democratic citizenship.

10. The 1,000+ questions of the Index
Questions help define the meaning of each indicator in ways which invite schools to explore it in detail. For example:
A1.1 Everyone is welcomed.
a) Is the first contact that people have with the school welcoming?
f) Do staff, children, parents and governors make an effort to learn each other’s names?
i) Is the school welcoming to all children from its local communities, irrespective of financial circumstances, family arrangements, heritage and attainment?
j) Is the school concerned to welcome those who may have faced exclusion and discrimination such as travellers, refugees, asylum seekers and children with impairments?
o) Does the entrance hall reflect all members of the school and its communities in signs and displays?

11. Working with the Index
A participatory approach
Questionnaires

12. Third edition, substantially revised and expanded
User-friendly, includes CD
New section on values
Proposes new curriculum
Builds alliances
Revised indicators and questions
Flexible use

13. Comparing curriculum headings

14. Three key areas in the Index

15. Feedback on using the Index:
“The discussion on values is the key to inclusion.”
“Thought provoking, incredibly useful, challenging document.”
“Easy to dip into or read all the way through.”
“It’s your self-evaluation done for you, but in a far better way.”
“It made us think more clearly about things we had assumed were in place.”
“It makes people feel valued.”

16. Write down what you value about the Index and any concerns or questions you may have

17. Everyone can become
an agent of change

18. 39 Index translations May 2011
Albanian (Kosovo)
Arabic
Basque
Bosnian
Bulgarian
Castilian
Catalan
Chinese (Hong Kong)
Croatian
Czech
Danish
Dutch
Finnish
French (Quebec)
German
[German (for S. Tyrol)]
[Greek]
[Hebrew]
Hungarian
Italian
Japanese
Latvian
Maltese
Norwegian
[New Zealand adaptation]
Polish
Portuguese (Brazil)
Portuguese (Portugal)
Romanian & Hungarian
Russian
Serbian
[Sinhala (Sri Lanka)]
[Spanish (Mexico)]
Spanish (S. America)
Spanish (Spain)
Swedish
[Tamil (Sri Lanka)]
Vietnamese
Welsh
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