Social Inclusion

Inclusive classrooms are places where educational barriers are removed and students of all abilities are educated in general education classrooms.  In this course, we emphasize that social inclusion of children and adolescents into peer groups is an important predictor for their academic, social, and psychological development. The question how teachers can positively contribute to their students' social inclusion is therefore highly relevant. How do teachers' interactions and relationships with specific students influence these students' social position in the classroom? Which teacher behaviors contribute to positive or negative peer group dynamics? Which mechanisms explain these teacher influences? So, we focus on training the teachers to improve classroom social relationships.

Our training program is designed as a workshop, an intensive learning activity, which will provide the participants with both knowledge and skills, and hands-on experience with social inclusion activities. our social inclusion training covers all aspects of peer relationships and peer group dynamics, such as inclusive and exclusive behaviors, peer acceptance and popularity, friendships, and intergroup relationships. We also cover classroom-level constructs, such as classroom norms and social hierarchies. Classroom teaching practices that are explored in terms of their effects on social inclusion in the training include:

- Emotional quality of student-teacher interactions
- Teachers' relationship quality with specific students or student groups
- Specific teacher behaviors such as praise or criticism
- Teachers' knowledge and attitudes regarding group dynamics and strategies to improve social inclusion
- General teaching strategies and formats (e.g., cooperative learning, social-cognitive training)

In order to create a more inclusive classroom, we are going to focus on  the following strategies to intentionally facilitate social inclusion:

1. Switch up the seating plan — Giving students a change of scenery and someone new to work with by changing up your seating plan several times during the school year.

2. Find common ground — Class games such as "Find Someone Who," gives students a chance to get to know one another in a fun and informal manner.

3. Partner or small group work — Setting students up in partners and small groups to complete work. Giving students guidelines and expectations of group behavior beforehand can help set students up for a positive experience.

4. Offer structured recess activities — Unstructured recess time can be very difficult for some students. It can be lonely, awkward, or even chaotic. Offer some structured and supervised games that are open to all students.

5. Use socially inclusive language —Socially inclusive language is essential to creating an atmosphere of respect. Schools should expect that students and staff use words that appropriate and culturally responsive.

6. Role-play situations where students can include one another —Role-playing common social situations can give students the skills they need to successfully interact with one another.

7. Set expectations for socially-inclusive behavior — Clearly communicate your expectations of socially inclusive behavior. Ensure that all students understand the expectations.

8. Find ways to highlight student interests and strengths — Encouraging students to share their favorite things, celebrate student success in various areas of the curriculum, and demonstrate their talent and/or expertise.

9. Ensure that all students have an effective and appropriate way to communicate — Making sure assistive devices are working properly and are set-up for students to effectively communicate with their peer group.

10. Provide opportunities/places for students to meet and interact in your classroom— Creating spaces where students can work together, read together, have discussions, complete an activity, or just socialize with one another. Using different types of seating, tables, and materials to create welcoming spaces.

The schedule given below is subject to change depending on participants’ needs and interests.

Day 1
- Participants arrival
- Individual orientation and information about the venue and the city
- Networking activities
- Welcome dinner

Day 2
- Course introduction
- Teambuilding exercises
- Competences ex-ante evaluation
- Diversity in the classroom: the education challenges of a diverse and rapidly changing society
- Sharing experiences and challenges in working in diverse and multicultural schools

Day 3
- Developing intercultural competence as a teacher
- Stereotypes and prejudices at school: how to stop the vicious cycle
- Visit to an Italian school with pupils from diverse cultural and social background and discussion with local teachers on the challenges and best practice to address diversity and inclusion
- Cultural activities 

Day 4
- How to foster students’ tolerance and intercultural awareness
- Resources for a successful tolerant and open-minded classroom
- Guided visit in Florence (optional)

Day 5
- The extra benefit of using non-formal education methods to foster open-mindedness and empathy
- Practicing, designing and delivering non-formal activities and tools

Day 6
- Activities for the classroom: concrete ways to fight stereotypes and prejudices and fostering tolerance in the classroom
- How to create welcoming and inclusive school environment for all diversities
- Dinner at a traditional restaurant

Day 7
- Space for discussion of future cooperation and planning follow up activities
- Course roundup and final evaluation
- Validation of learning outcomes and certification ceremony