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) www.csie.org.uk

Welcome!

Introduction What are schools for? Who benefits from today’s schools? Who doesn’t? http://www.youtube.com/watch?v=hkPvSCq5ZXk&feature=related

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.

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

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

The three dimensions of the Index

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

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.

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?

Working with the Index A participatory approach Questionnaires

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

Comparing curriculum headings

Three key areas in the Index

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.”

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

Everyone can become an agent of change

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 back