https://doi.org/10.59132/vviz/2024/2/104-122
Povzetek
»Vključevanje in raznolikost« je ena od prečnih prednostnih nalog programa Erasmus+ in je na področju splošnega šolskega izobraževanja močno povezana s pedagoškim konceptom inkluzije. Problematika pojmovanja inkluzije oz. inkluzivnosti, ki jo izpostavljajo nekateri od raziskovalcev, je tudi ena od ovir za udejanjanje prednostne naloge »vključevanje in raznolikost« v programu Erasmus+. Šole, ki izvajajo projekte Erasmus+, omenjeno prednostno nalogo izvajajo različno. V povzetku izsledkov spremljanja projektov Erasmus+ na področju splošnega šolskega izobraževanja je zaznati značilnosti nekaterih šol, ki zmorejo širši pogled na inkluzivnost in jo na institucionalni ravni tudi udejanjajo. Pomembno vlogo pri tem, kako se bo inkluzivnost na šoli uresničevala, imajo tudi ravnatelji, in sicer s prispevkom lastne vizije ter strateških potez in distribuiranega vodenja. Na ravni šole lahko do bolj inkluzivnih praks pomagajo različna samoreflektivna oz. samoevalvacijska orodja. Trenutno potekata prevajanje mednarodnega priročnika Indeks inkluzivnosti v slovenščino in vzpostavljanje spletnega orodja CLUE – InCLUsive Erasmus+1 za preizpraševanje lastnih praks v kontekstu projektov Erasmus+ in mobilnosti.
Abstract
The Path to Inclusion in Schools through the Erasmus+ Programme
“Inclusion and Diversity” is one of the transversal priorities of the Erasmus+ programme and is closely linked to the pedagogical concept of inclusion in general school education. However, the way inclusion or inclusiveness is conceptualised, as highlighted by some researchers, presents a challenge to fully implementing the Erasmus+ priority of “Inclusion and Diversity.” Schools involved in Erasmus+ projects approach this priority in different ways. A summary of the findings from the monitoring of Erasmus+ projects in the field of general school education reveals that some schools adopt a broader view of inclusiveness and successfully implement it at an institutional level. Principals play a key role in the implementation of inclusivity in schools, contributing through their vision, strategic decisions, and distributed leadership. At the school level, various self-reflective or self-evaluation tools can support the development of more inclusive practices. The international handbook Inclusion Index is currently being translated into Slovene, and the CLUE – InCLUsive Erasmus+ online tool (expected to be available in December 2024) is being developed to help schools critically reflect on their practices in the context of Erasmus+ and mobility projects.