GPS for inclusion - generating partner support for inclusion

Objective - This learning activity will help you to explore the resources you can use to create inclusive learning environments.

Time - around 15 min

Steps:

Inspiration and resources for quality education for all learners can be found in many people, in many places, and in many forms and materials. In that abundance, the trick is to search purposefully for knowledge and resources that really contribute to your professional development towards inclusion.  

Answer the questions below to support your exploration of resources:  

Based on what you want to learn or achieve, what kind of support are you exactly looking for?  

Didactic material: material that you can start working with on the classroom floor, such as a game, a tool, learning material,...

Emotional support: venting about school-related events, informal chats, venting, sharing pleasant experiences, giving each other a pat on the back or encouragement,... 

Information or knowledge: advice on how something could be done, brochure, website, working method,... 

Observation and feedback: going to observe, asking for a class observation with feedback,... 

Supervision, intervision or coaching: learning together from your own concrete work experiences, learning from each other, reflecting together, becoming aware of your own strengths and working points, etc. 

Co-teaching/teamteaching: teaching and working together in the field of lesson preparation and/or lesson evaluation with shared responsibility and equal status. 

Learning support in the classroom: someone supports an individual pupil or a group of pupils in the classroom (e.g. giving extra explanations, support with motor activities,...). 

Learning support outside the classroom: someone supports an individual pupil or a group of pupils outside the classroom (e.g. providing support in learning to learn, remediation, a listening ear,...). 

Who or what could help you? Who or what can you turn to for this help?  

Who or what seems an interesting first point of entry to you now?  

The resources cannot be strictly distinguished from each other. On the one hand, they focus on what can help you (e.g. helping thoughts, knowledge or information,...), on the other hand on who can do this (e.g. a critical friend, pupils, and parents,...). This means that you can combine resources. For example, you can talk to a critical friend to explore the knowledge center together, ask someone in your social network for information, or reflect together with a colleague on thoughts or beliefs that might help you achieve your goal. The order in which you think about possible resources is not linear. There are many ways to think of possible resources.  

If you start from "Who do I need?" you might first think about what you can do yourself, then who you can talk to who is close to you, and then who you can involve in the network around your school or outside. You can find that order in the overview of possible resources. 

If you start from 'What do I need?', you may already be looking for knowledge and information, or it may be that you first want to get a clear picture of what kind of support you are specifically looking for, in order to later reflect on the impact of your own views and thoughts.