Evidence Based Education European Strategic Model for School Inclusion Erasmus Project

Project Title

Evidence Based Education European Strategic Model for School Inclusion

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: Disabilities – special needs; New innovative curricula/educational methods/development of training courses; Inclusion – equity

Project Summary

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.

EU Grant (Eur)

Funding of the project from EU: 390715,86 Eur

Project Coordinator

UNIVERSITA DEGLI STUDI DI PERUGIA & Country: IT

Project Partners

• SVEUCILISTE U ZAGREBU EDUKACIJSKO-REHABILITACIJSKI FAKULTET
• UNIVERSITAT AUTONOMA DE BARCELONA
• UNIVERSITAET DUISBURG-ESSEN
• UNIVERZA V LJUBLJANI
• UNIVERSITA DEGLI STUDI DI UDINE
• OPEN UNIVERSITEIT NEDERLAND