How can inclusion be implemented in education?

In this training course our aim is not only to discuss inclusion, but also to reflect on different strategies, methods and best practices to promote inclusion in the classroom. In order to achieve this, we talked a lot about empathy, cooperation, and membership, as characterizing elements of inclusive education.
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​The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Palermo from 13/10/2024 to 19/10/2024. The participants came from all across Europe, with Line Østlund Ruud and Marit Braskerud from Solberg skole in Norway, Laurence Normand and Laurence Henry from Lycée Marie Louise Dissard in France, Brittany Westerblom and Emilia Winblad von Walter from Hortlax skola in Sweden, and participants coming from two different Lithuanian schools: Kristina Pociulytė-Špakienė and Evelina Pasiškevičienė from Pakruojis “Zemyna” progymnasium and Kristina Statkutė-Dainienė and Nerija Baltrėnienė from Kaunas Upper Secondary School.

​The basis of building a “relationship” between the teacher, the pupils, and the family is empathy. Especially when it comes to taking care of students with special needs, taking the perspective of others, being able to not be judgmental, learning to understand another person’s feelings and communicate that the emotion has been understood, are some of the behaviors that promote connections with people. “To connect” is crucial inside an educational context, especially when it comes to taking care of students with special needs.

​“Membership” refers not only to the feeling of belonging to a group but also to the recognition that your contributions can have a meaningful impact on others. This sense of belonging is essential for creating a welcoming environment that both stimulates and supports the learning process. By removing physical barriers that hinder dialogue and fostering mutual understanding, tolerance, and respect, we can help cultivate this sense of connection and inclusivity.

​A crucial part of the system in which the pupils with special needs or disabilities is “Cooperation”, particularly in relation to their families. Building a supportive network for pupils requires strong collaboration with families.  Teachers, as guiding figures for both students and parents, play a key role in providing valuable information and strategies to help parents effectively support their child’s learning process.

​During the week we also explored the peculiarities of the “Italian Model”, one of the few examples of inclusive education, that is based on the principle of not having special schools. Like that, the Italian system embraces the idea to “include” everyone, counting on the support of special figures like Support Teachers and Educators.

​Exchanging different points of view, models and methods, creating a mutual enrichment, the networking activities among the teachers who participated in the course were, perhaps, the most formative moments of the week. To get a closer look at the “Italian Model” the teachers also had the possibility to go and see how the schools Instituto Comprensivo Statale “Rosario Livatino” in Ficarazzi and Liceo Classico “Giovanni Meli” in Palermo manage to put into practice all the methods and theories presented during the course. 

The training provided everyone the chance to explore new tools and familiarize themselves with new models, encouraging them to question existing strategies and practices to foster continuous improvement. The networking activities among the teachers provided an opportunity to exchange perspectives, models, and methods, fostering mutual enrichment and professional growth. As a conclusion of this week we want to thank all the participants, who made this course unique with their great dedication. 
Discover more about this course here.
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