Introduction (and conclusion)
The Erasmus+ project "The Different Colours of Us" was written with a focus on social inclusion. Little did the project writers know about how significant this issue would become against the backdrop of Covid-related lockdowns and social isolation of school children. The pressing matter was: "How to ensure inclusion and mental health of students at a time of lockdowns and social seclusion? How to compensate for the disappontment of missed trips, missed life events?" So "Overcoming obstacles" became qute a well-suited title for our efforts in this area.
Over the course of the project period (2.5 years), the team worked hard to integrate inclusive activities into the daily activities at the partnering schools. The effect of the activities could be observed on students attending school as well as on students learning remotely. Our answer to the question is: remote project activities helped to give students a sense of hope, excitement and inclusion. Feedback from the project events ndicates that efforts to continue poject work during lockdown periods through remote channels paid off, even if it did not fully compensate for the missed opportunities.
In the following sections of this website, partnering schools introduce the inclusive practices at their respective institutions. Each school refers to some of their most effective approaches in the fields of inclusion and special needs education. The mobilities section of this website includes task descriptions and ideas we carried through during the projectt period.
Please note that the website also includes useful additional material with practical tasks from previous Erasmus' projects some of the team members have worked on - feel free to make use of the collected materials below as you as an educator return to the classroom and continue your efforts towards a more inclusive and healthy school life.
Project coordinator Karin Merisalu
on behalf of the Erasmus+ "Different Colours of Us" project team
The Erasmus+ project "The Different Colours of Us" was written with a focus on social inclusion. Little did the project writers know about how significant this issue would become against the backdrop of Covid-related lockdowns and social isolation of school children. The pressing matter was: "How to ensure inclusion and mental health of students at a time of lockdowns and social seclusion? How to compensate for the disappontment of missed trips, missed life events?" So "Overcoming obstacles" became qute a well-suited title for our efforts in this area.
Over the course of the project period (2.5 years), the team worked hard to integrate inclusive activities into the daily activities at the partnering schools. The effect of the activities could be observed on students attending school as well as on students learning remotely. Our answer to the question is: remote project activities helped to give students a sense of hope, excitement and inclusion. Feedback from the project events ndicates that efforts to continue poject work during lockdown periods through remote channels paid off, even if it did not fully compensate for the missed opportunities.
In the following sections of this website, partnering schools introduce the inclusive practices at their respective institutions. Each school refers to some of their most effective approaches in the fields of inclusion and special needs education. The mobilities section of this website includes task descriptions and ideas we carried through during the projectt period.
Please note that the website also includes useful additional material with practical tasks from previous Erasmus' projects some of the team members have worked on - feel free to make use of the collected materials below as you as an educator return to the classroom and continue your efforts towards a more inclusive and healthy school life.
Project coordinator Karin Merisalu
on behalf of the Erasmus+ "Different Colours of Us" project team
How to reach and teach all children |
inclusive_nonformal_practices.pdf |
Research backed approaches on social inclusion
by Abbey School team
Barriers Faced by Disadvantaged Pupils
The main barriers faced by disadvantaged pupils are:
• Low aspirations
• Low academic starting point
• Lack of confidence
• Low self-esteem
• Poor social and emotional support networks
• Intergenerational underachievement
• Poor attendance
• Poor behaviour
Success Criteria
The success of how students can overcome obstacles is based on how the school can close the gap between socially disadvantaged pupils and their peers. The following success criteria can be considered when evaluating the school's success in supporting disadvantaged students:
• Early intervention and support for socially disadvantaged children
• The vast majority of socially disadvantaged children will meet their individual targets
• Effective parental pupil school support, including effective transition.
• Having an effective system for identifying, assessing and monitoring pupils
• Having a whole‐school approach
• Creating a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners
The following aims can be kept in mind:
- to increase the percentage of disadvantaged pupils meeting or exceeding their academic target grades
- to increase the attendance of disadvantaged students and to create smaller class sets
- to ensure that at the end of their school career 100% of disadvantaged students are in further education, employment or training
- to ensure that every student has access to quality Career advice and understand the pathways ahead that they can take
Research-based approaches
Teaching in the Active Learning Classroom
Andrew Middleton and Ian Glover – Learning Enhancement and Academic Development
Please find the full document:
https://blogs.shu.ac.uk/learningspaces/2017/06/28/teaching-in-active-learning-classrooms/?doing_wp_cron=1615556416.4297039508819580078125
This is a usual resource that is implemented into The Abbey School and was used as a foundation for the Erasmus+ project training week. The principles focus on Active Learning Classrooms, which have 3 distinguishable features:
The research, undertaken at Sheffield Hallam University, studies teaching and assessment essentials including problem-based learning, whiteboarding and stand up pedagogy. Scale up and Triad groups are also central.
Follow up resources:
https://lthechat.com/2019/10/06/lthechat-154-design-for-active-and-blended-learning-with-andrew-middleton-andrewmid/
blogs.shu.ac.uk/learningspaces
by Abbey School team
Barriers Faced by Disadvantaged Pupils
The main barriers faced by disadvantaged pupils are:
• Low aspirations
• Low academic starting point
• Lack of confidence
• Low self-esteem
• Poor social and emotional support networks
• Intergenerational underachievement
• Poor attendance
• Poor behaviour
Success Criteria
The success of how students can overcome obstacles is based on how the school can close the gap between socially disadvantaged pupils and their peers. The following success criteria can be considered when evaluating the school's success in supporting disadvantaged students:
• Early intervention and support for socially disadvantaged children
• The vast majority of socially disadvantaged children will meet their individual targets
• Effective parental pupil school support, including effective transition.
• Having an effective system for identifying, assessing and monitoring pupils
• Having a whole‐school approach
• Creating a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners
The following aims can be kept in mind:
- to increase the percentage of disadvantaged pupils meeting or exceeding their academic target grades
- to increase the attendance of disadvantaged students and to create smaller class sets
- to ensure that at the end of their school career 100% of disadvantaged students are in further education, employment or training
- to ensure that every student has access to quality Career advice and understand the pathways ahead that they can take
Research-based approaches
Teaching in the Active Learning Classroom
Andrew Middleton and Ian Glover – Learning Enhancement and Academic Development
Please find the full document:
https://blogs.shu.ac.uk/learningspaces/2017/06/28/teaching-in-active-learning-classrooms/?doing_wp_cron=1615556416.4297039508819580078125
This is a usual resource that is implemented into The Abbey School and was used as a foundation for the Erasmus+ project training week. The principles focus on Active Learning Classrooms, which have 3 distinguishable features:
- The “front” of the room is no longer dominated by a “teaching wall” because the teacher spends much of the class amongst the students;
- Tables are generally arranged for small group work (where possible);
- Wall space, table space and floorspace become more important to foster group spaces, for example for whiteboarding.
The research, undertaken at Sheffield Hallam University, studies teaching and assessment essentials including problem-based learning, whiteboarding and stand up pedagogy. Scale up and Triad groups are also central.
Follow up resources:
https://lthechat.com/2019/10/06/lthechat-154-design-for-active-and-blended-learning-with-andrew-middleton-andrewmid/
blogs.shu.ac.uk/learningspaces