The course introduces key concepts and practices of inclusion in education, fostering awareness and understanding of how to create inclusive learning environments that respect diversity and support all learners. It highlights theoretical and practical perspectives on equity, participation, and diversity across local and global contexts. Students will explore real-life cases, engage in reflective discussions, and develop strategies to respond to learners’ varied needs through inclusive and responsive pedagogy.
This course provides a comprehensive introduction to the principles, theories, and practices of inclusion in education. It aims to develop students’ understanding of how inclusive learning environments can be designed and sustained to ensure participation, equity, and well-being for all learners. The course addresses inclusion as both a pedagogical and social issue, emphasizing the interplay between individual, institutional, and societal dimensions.
Through interactive lectures, discussions, and case analyses, students will explore key themes such as inclusive pedagogy, responsive teaching, and the Index for Inclusion as a framework for evaluating and improving educational practices. Attention will be given to recognizing and addressing barriers to learning, promoting diversity, and appreciating the uniqueness of every learner. Students will also engage in reflective tasks that foster self-awareness, empathy, and ethical communication while working with diverse groups of children and adults.
The course covers a wide range of contemporary topics, including:
• Refugees and Immigration: understanding the educational challenges faced by displaced learners.
• International Context of Inclusion: exploring global perspectives and policy frameworks.
• Gender, Equality, and Equity: examining intersectional approaches to inclusive education.
• Minorities and Ethnic Groups: addressing issues of representation, participation, and discrimination.
• Religion in Education: navigating diversity in belief systems and values.
• Hidden Curriculum: uncovering implicit biases and their impact on inclusion.
• Women in Education: analyzing gendered access, empowerment, and leadership.
• Tools and Frameworks for Inclusion: practical resources for inclusive curriculum design.
• Responsive Pedagogy: adapting teaching strategies to learners’ needs and contexts.
• Good Practices in Inclusion: analyzing local and international examples of inclusive educational models.
At the end of the course, the learner will be able to:
Knowledge
• Demonstrate introductory knowledge of theories, concepts, and principles of inclusive education.
• Explain the key features of the Index for Inclusion and its relevance to inclusive environments.
• Identify barriers and enablers of inclusion across micro- and macro-level educational contexts.
• Recognize the diverse needs of learners and the uniqueness of every individual.
Skills
• Analyze and address inclusion-related challenges through case studies and problem-solving tasks.
• Apply strategies for establishing and managing inclusive learning environments.
• Design creative and responsive approaches that support personalized learning paths.
• Communicate effectively and assertively in an empathetic and non-violent manner.
Attitudes
• Demonstrate self-awareness and reflective practice when working with diverse learners.
• Value equity, respect, and diversity as central elements of inclusive education.
• Show openness, empathy, and a commitment to fostering belonging and participation for all.
– No requirements or pre-requisites
Allport, G.W. (1945). The Nature of Prejudice. Boston: Beacon Press.
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Barth, F. (1969). Ethnic Groups and Boundaries. The Social Organisation of Cultural Differences. Berge-Oslo: Universitets Forlaget.
Biesta, G. (2022). World-centred education: A view for the present. Routledge.
Giroux & Penna (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in social education. https://doi.org/10.1080/00933104.1979.10506048 (Links to an external site.)
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Tadesse, A., Lehesvuori, S., Posti-Ahokas, H., & Moate, J. (2023).The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2023.101379
Zerai, Eskelä-Haapanen, S., Posti-Ahokas, H. & Vehkakoski , T.(2021): The meanings of differentiated instruction in the narratives of Eritrean teachers. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2021.1914712
– Individual, pair and group work, using various student-centred learning methods
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