О включении историй

О

Рефлексия как инструмент профессионального развития

Проект Истории включения является многонациональной Erasmus+ инициативой, в которой участвуют восемь организаций из Швеции, Венгрии, Финляндии, Греции, Италии и Португалии. Наша миссия заключается в том, чтобы продемонстрировать, что инклюзивное образование достижимо, даже в сложных условиях, предоставляя педагогам уверенность и практические стратегии, которые им необходимы.

Используя методологию Наиболее значительное изменение (MSC), мы фиксируем человеческие истории инклюзивной практики в шести европейских странах. Эта "Живая галерея" служит Рефлексия как инструмент профессионального развития, используя мультимедиа, голосовые заметки и экспертные комментарии, чтобы преодолеть разрыв между абстрактной теорией и реальной жизнью в классе.

Через интерактивное картирование и Мета-рефлексию, педагогов приглашают анализировать и уточнять свою практику в рамках совместного транснационального сообщества.

Наше кредо

Руководящие принципы для историй включения

Инклюзия — это слово и концепция, которые несут в себе множество ассоциаций. Иногда эти ассоциации основаны на личном опыте, а иногда понимание инклюзии является лишь теоретической конструкцией с небольшим количеством доказательств того, как она на самом деле достигается в реальной жизни. Мы хотим преодолеть разрыв между теорией и практикой, подчеркивая подлинные, жизненные истории инклюзии.

Мы почитаем определение ЮНЕСКО инклюзии:

“Инклюзия в образовании относится к образовательному подходу, который направлен на предоставление равных возможностей для обучения всем студентам, независимо от их происхождения или способностей. Эта структура подчеркивает важность учета разнообразных потребностей в классе, создавая среду, в которой каждый учащийся может полностью участвовать. Инклюзивное образование способствует социальной интеграции и ценит вклад всех людей в процессе обучения.”

И видение, выраженное Европейским агентством по специальным нуждам и инклюзивному образованию:

“Все учащиеся любого возраста получают значимые, качественные образовательные возможности в своем местном сообществе, рядом со своими друзьями и сверстниками.”

Наши истории инклюзии касаются отдельных студентов, которые имеют инвалидность или сталкиваются с обстоятельствами, которые делают их уязвимыми. Однако наш акцент не на инвалидности или индивидуальных трудностях, а на изменениях, которые необходимо произвести для того, чтобы инклюзия состоялась.

Инклюзия заключается в том, чтобы приложить усилия для того, чтобы увидеть потенциал в каждом, включая сотрудников, родителей и опекунов. Перемещение фокуса с отдельного студента на общее учебное окружение, созданное с учетом всех студентов, обеспечивает необходимый сдвиг для истинной инклюзии. Основная проблема заключается не просто в понимании отдельных студентов. Мы признаем, что инклюзия заключается в поддержке учителей в том, чтобы они одновременно несли ответственность за обучение всех студентов; следовательно, разговор должен начинаться с преподавания, а не со студента. В тот момент, когда инклюзия становится обсуждением конкретных групп студентов, она перестает быть обсуждением инклюзии.

Поэтому наша работа над историями инклюзии, которые мы собираем, это центрированная на размышлениях о значительных изменениях с разных точек зрения и уровней: от индивидуального уровня до учебных стратегий, организации школы и коммуникации между школой и более широкими заинтересованными сторонами.

Наши рефлексивные процессы помогли нам создать набор основных убеждений, которые будут сопровождать нас в проекте и за его пределами:

Мы верим

Мы верим в силу подлинных историй, рассказанных теми, кто находится в центре опыта.

Мы верим в то, что инклюзия — это процесс.

Мы верим в то, что устойчивая инклюзия укоренена в реляционной модели (ссылка). Наличие четкой теоретической основы для нашей инклюзивной работы имеет решающее значение, и реляционная модель служит этой основой.

Мы верим в расширение полномочий: учителя, студенты и заинтересованные стороны как внутри, так и вне школ могут и должны быть наделены полномочиями для продвижения инклюзии.

Мы верим что обучение заключается в воспитании индивидуумов в коллективной среде.

Мы верим что истинный вызов инклюзии заключается в переводе индивидуальных потребностей в коллективные практики обучения. Учителя должны быть частью этого разговора, чтобы они могли взять на себя ответственность за универсальное обучение и оценивание.

Мы верим что рефлексия и анализ являются инклюзивными способами обучения, которые укрепляют профессиональное мастерство.

Мы верим что рефлексия должна основываться на четкой модели, чтобы направлять мышление и открывать пространство для конструктивных, сложных разговоров.

Почему?

Why Inclusion Stories from the Classroom?

Across Europe, inclusive education is a shared ambition. Yet turning this ambition into everyday classroom practice remains a challenge.

Teachers work with increasingly diverse groups of learners, each bringing different strengths, experiences and needs to the classroom. While policies and frameworks can point towards inclusion, they cannot show exactly what it looks like in a particular classroom, with particular students, in particular circumstances. Many educators are therefore left asking a very practical question: How can we make inclusion work in everyday teaching?

Inclusion Stories from the Classroom was created to help bridge the gap between policy, theory and practice. Instead of presenting inclusion as an ideal or a fixed method, the project starts with the experiences of teachers and schools themselves.

By collecting and sharing authentic stories from classrooms across Europe, we want to make inclusive practice visible: the choices teachers make, the challenges they encounter, the strategies they try, and the changes that make a difference for students’ participation and learning.

The project is based on a simple but important idea: inclusion is possible, but it is a continuous process rather than a finished destination. By learning from real classrooms and from one another, educators can develop the confidence, knowledge and professional judgement needed to take the next step towards more inclusive education.

Through these stories, we aim to build not only a collection of examples, but a community for learning, reflection and change.

Познакомьтесь с нашими педагогами

Команда Историй Инклюзии включает учителей со всей Европы:

Швеция: Wallberg Education (Главный заявитель) – ресурсная организация
Швеция: Kungsgårdsgymnasiet – государственная школа
Финляндия: Albert Edelfelt School, Porvoo – государственная школа
Греция: 1-я начальная школа Врилиссии – государственная школа
Венгрия: Deák Diák Primary School – государственная школа
Италия: Istituto Comprensivo Octavia – государственная школа
Португалия: Agrupamento de Escolas Virgínia Moura – государственная школа

Хелена Уоллберг

Директор проекта

Helena Wallberg, M.Ed. and Special Education, is a former high school teacher of languages, creative writing and pedagogics. Formerly with the Swedish National Agency for Education, she now works as a consultant to assist schools and groups of schools with their development of inclusive practices. Helena Wallberg is the author of several articles and books on lesson design, feedback, assessment and mentoring, all used for teacher learning communities, a concept about which she is passionate.

Симона Д'Алессио, доктор философии

Директор школы

Симона является директором комплексной школы в Риме (с 1 по 8 класс). Она является экспертом в области инклюзивного образования, исследований инвалидности в образовании и анализа политики. Симона работала как на национальном, так и на международном уровнях, чтобы поддержать развитие инклюзивных политик и практик в школах по всей Европе и в ОАЭ.

Cecilia Gleisner

Директор школы

Cecilia Gleisner serves as principal of a Swedish upper secondary school specialising in vocational education and training. The school prepares students aged 16 to 20 for careers as chefs, bakers, pastry chefs, restaurant service professionals, hairdressers, and hair and make-up stylists. Over recent years, the school has achieved significant improvements in student outcomes through a clear pedagogical vision and leadership that places inclusion at the forefront of educational practice. Prior to her current role, Cecilia worked as a pedagogical development leader at the municipal level, supporting both school leaders and teachers in their efforts to enable every student to reach their full potential.

Rosária Carvalho

Geography Teacher and Project Coordinator

Rosária is a geography teacher and project coordinator at Agrupamento de Escolas Virgínia Moura, Portugal. She has been coordinating the school’s Erasmus+ programme for around ten years. She is also the coordinator of the Network of Schools for Intercultural Education (REEI). Since 2019, when a growing number of migrant pupils began joining the school, she has been closely involved in their welcoming and integration, working with pupils, families, teachers and community partners. Inclusion and intercultural education have been central to her professional work. Her extensive experience in Erasmus+ projects has allowed her to learn from schools across Europe and to explore different approaches to inclusion, diversity and equal opportunities. She is particularly interested in sharing good practice and developing inclusive approaches that help schools become more welcoming and equitable environments for all.

Georgia Giannakopoulou

School Principle, Coordinator of Erasmus+ programmes

Georgia is a school principal and educational leader in Greece with extensive experience in mentoring, inclusive education and supporting learners with special educational needs. She has worked extensively with teachers through professional development, peer learning and reflective practice, promoting inclusive and supportive learning environments. Georgia also has extensive experience in Erasmus+ programmes, coordinating and contributing to international projects, staff mobility, teacher training and cooperation with schools and educational organisations across Europe.

Christina Saiti

Special Educational Needs teacher

Christina is a Primary Special Educational Needs teacher, a graduate of the Department of Primary Education at the National and Kapodistrian University of Athens, with postgraduate specialisation in Special Education and Counselling. She currently works as a Special Educational Needs teacher in an inclusion support class at a state primary school and has experience in general, special, and intercultural education. Her academic and professional interests focus on inclusive and differentiated instruction, individualised student support, and strengthening collaboration between school and family.

Janne Salmela

Директор школы

Janne Salmela is an internationally experienced school principal currently serving as the principal of Albert Edelfelt School in Porvoo, Finland. Albert Edelfelt School is an all-inclusive public school for grades 1–9 with more than 600 students. Janne has nearly thirty years of experience in the education sector across Finland, Belgium, Qatar, Russia, and Kosovo, working as both a teacher and a principal. Additionally, he has lectured and trained teachers and school leaders abroad.

Farczádi-Bencze Tamás

Headteacher

Farczádi-Bencze Tamás is a Hungarian educator and the headteacher of Deák Diák Primary and Grammar School in Budapest, where he has taught for nearly three decades and served as principal since 2013. A recipient of the Józsefváros Cross of Honour, his leadership centres on inclusion, equal opportunities, arts education, and building an open, supportive school community, and he has also represented the institution internationally, including presenting its educational work at UNESCO in Paris.

Dávid Mészáros

Teacher

Dávid is a mathematics teacher at the Deák Diák Music Primary and Secondary School with an Education Specialist Degree in financial and economic studies, who also mentors university students and led the school’s first class into their newly established secondary department. His aim is to foster a student-centered environment where everyone develops at their own pace, collaborates effectively, and feels empowered to achieve their goals.

Ildikó Orbán

Deputy Headteacher

Ildikó is an educator at the Deák Diák Music Primary and Secondary School, where she has served as Deputy Headteacher for the past decade, and currently coordinates the development of the secondary school’s sustainability specialization alongside mentoring university students in natural sciences. She is deeply committed to creating an inclusive, safe, and welcoming environment where students from diverse backgrounds feel valued, supported, and empowered to actively participate in the school community.

Eirini Papageorgiou

Social Worker

Eirini is a school social worker based in Vrilissia, Athens. She graduated in 2012 from the Department of Social Work at the University of West Attica and completed a Master of Arts in "Social Work in Education" from the Democritus University of Thrace. She is also a certified professional in systemic and family therapy.

Celina Silva

English Teacher and and President of the General Council

Celina is an English teacher and President of the General Council at her Agrupamento, in Guimarães, Portugal. She is also the Coordinator of the Bilingual Schools Programme in English (PEBI), promoting bilingual education through CLIL approaches and its connection with inclusive education. She is particularly interested in inclusive practices, innovative and active learning methodologies, teacher collaboration and international cooperation. Through her involvement in Erasmus+ and other educational projects, she values the sharing of good practices and professional learning as key to improving education and creating more inclusive, student-centred learning environments.

In memoriam Vivien Gyuris

1975-2025

This is a celebration and commemoration of our team member Vivien who is no longer with us.

Vivien was the driving force behind this project. Without her, there would be no Inclusion Stories. Sadly, we lost her to a serious illness just before we started to collect our stories. Vivien had extensive experience in working internationally on inclusion matters. She had worked with the World Bank, the European Council on Roma inclusion, UNICEF on digital inclusion and countless other projects where her sharp intellect was an asset to the development of inclusion in different areas. She was studying to attain a PhD in inclusive education with a special interest in inclusion in our era of migration.

We worked together in an Erasmus project (The Emergence of the IFIP Europe) and quickly found common ground both personally and professionally. The idea for Inclusion Stories from the Classroom came about when we were discussing what it takes to make real change happen. Teacher training often starts with a concept or methods that are taught to teachers. There is nothing wrong with that, but we could both see stable outcomes when we start with what teachers already do as a springboard for reflection and change. What if we could gather inclusion stories, stories of how teachers and schools have worked to make change happen, and reflect on them from more perspectives? We knew from both studies and experience that there are ways we can learn from those challenging situations when everything looks like a new problem but is in fact a variation on a theme.

Vivien Gyuris

`We also discussed how we keep hearing anecdotes and stories of real inclusion experiences both from practitioners and students and parents. What if we could harness those stories and try out a way to use them for learning both in the school and in other schools? What if we could use the stories, not one by one, but as a collection of stories that together tell a bigger story about inclusion, specifically inclusion in Europe?

Vivien drafted a project plan and we were excited to work on it, adjust it, find suitable methods and refine it to apply for funding.

The consortium was a comfort, a tight knit group of inclusionists who all knew Vivien and wanted to carry on her vision. We set to work with energy and resolve. This is a project we all believe in, we could all see the potential from the start even if things weren’t completely clear from the get go.

It is sad to not be able to share the work that is being done in this project with Vivien. However, there is comfort in knowing that she would have loved the reflections that are taking place, the stories that are being shaped and the deepening insights.

This is for you, Vivi, it would not have come to life without you.

Vivien Gyuris with Project Founder Helena Wallberg