What does “inclusion” mean in education?

The aim of this training course is to reflect and discuss on different strategies, methods and best practices to promote inclusion in classroom. The key words of this training are 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 Bologna from 11/05/2025 to 17/05/2025. The participants: Sandra Isabel Alves Campos Pólvora Ouro, Deolinda Isabel Malheiro Teixeira Fernandes and Ana Paula Martins Tomé Mesquita from Agrupamento de Escolas Emídio Navarro (Portugal); Petra Salzmann and Kathrin Lokaiczyk from Heinz-Brandt-Schule (Germany); Ana Isabel de Melo Paes, Susana Maria Almeida Silva Vieira, Paulo da Silva Amaral and Francisco Xavier de Oliveira Martins Coelho from Agrupamento de Escolas da Senhora da Hora (Portugal); Angelika Jurczyk and Aleksandra Grzegocka-Jurczyk from Zespół Szkolno- Przedszkolny nr 6 Wodzisław Śląski (Poland); João Henrique Pereira from Agrupamento de Escolas de Santo André, Santiago do Cacém (Portugal); Lukas Eckel and Melanie Werres from IGS Mainz-Bretzenheim (Germany); Brigitte Tavus from Engelhardschule (Germany).

The training began with a focus on inclusion in education, introducing its key concepts and discussing its importance in creating equitable learning environments. This foundational discussion set the stage for understanding how inclusive practices can support diverse student needs and foster a culture of acceptance.

The Italian model of inclusive education was another focus of the training. We had the opportunity to visit the school “Manfredi-Tanari” in Bologna, a remarkable example of an inclusive environment in practice. Observing their classrooms and hearing from support teachers provided practical insights into how the principles of inclusion are implemented.

Later, we discussed “Membership,” the sense of belonging to a group and perceiving how one’s contributions can be meaningful to others. Creating this sense of belonging involves removing barriers to dialogue and promoting mutual understanding, respect, and tolerance. This is vital for nurturing a welcoming environment that supports the learning process.
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Inclusive teaching methods and ICT tools were also highlighted, offering valuable resources to improve classroom practices. Teachers participating in the course engaged in networking activities, exchanging perspectives, methods, and models. These interactions enriched everyone’s professional knowledge and practice.

The training culminated with an opportunity to reflect on tools and strategies, as well as the broader concept of inclusion. It inspired participants to challenge existing practices and strive for continuous improvement in creating inclusive educational environments.

What better conclusion than thanking all the participants, who made this course unique with their great dedication. We hope to see you soon!
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Discover more about this course here.