“Inclusive, good-quality education is a foundation for dynamic and equitable societies”
Desmond Tutu, anti-apartheid and human rights activist
Scaling up the Model for Inclusive Learning in Europe (SMILE)
Start: 31-01-2019 - End: 30-01-2022 (extended to mid 2022 due to global pandemic)
Programme: Erasmus+
Key Action: Support for policy reform
Action Type: Social inclusion through education, training and youth
Project Reference: 604701-EPP-1-2018-1-BG-EPPKA3-IPI-SOC-IN
Objectives and aims
The project SMILE “Scaling up the Model for Inclusive Learning in Europe” is being implemented within 3 years in the period 31.01.2019 – 30.01.2022 by the Association for Shared Learning ELA (Bulgaria), ARCIL (Portugal), Four Elements (Greece) and Fundatia EuroEd (Romania). Leading partner of the project is the Association for Shared Learning ELA. The purpose of the project is to transfer and scale up a model of systemic approach to creating an inclusive school environment. The objective is to support teachers and leaders of educational institutions to address the diverse needs of all learners through introducing systemic change at school level.
Methodology in project implementation
The project encourages the development of inclusive school environment in Europe by scaling up the Model ‘One School for All’ in partner countries. A total of 9 school teams are trained and are applying the Model to the example of their colleagues in Bulgaria. The project aims at applying the Model in three EU countries: Greece, Portugal and Romania. It adapts the good practice to the local contexts and needs, and prepares it for future scaling up in the partner countries and at EU level. Common principles and approaches that are overarching the European contexts will be identified. The creation of a common ground in inclusive education, which bypasses the limitations and restrictions of national frameworks is envisioned in this project.
The application of the Model supports school teams in 9 schools and will result in better prepared teachers and principals and improved inclusive environment.
The first requirement is the school principal’s participation and a core of school teachers and specialists to realize the need for a school level change leading to developing an inclusive environment for all.
Once the motivation of the school faculty is declared, they go through a specifically designed by the Model process of work that helps them to get the real picture of their school in terms of inclusive education and to structure their efforts through the proposed cycle of work. At school level the overall process is coordinated and supported by a school leadership team, which consists of the school principal and a core of motivated teachers and specialists (a total of 6-7 members). Leadership members also coordinate the activities of the teams, which are responsible for the specific area’s development.
