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Structural Indicators for Schools for Developing Inclusive Systems in and around Schools

This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school.
Cover image: Structural Indicators

The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learner's needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices.


The key areas covered by the indicators include:

  • a whole school approach to developing inclusive systems
  • teacher and school leadership quality
  • promotion of system integration of policy and practice
  • a multidisciplinary focus on health and welfare
  • promoting parental involvement and family support
  • meeting the needs of particularly vulnerable individuals and groups

 

The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education.


This tool is part of a wider Report on Structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators.


Authors: Paul Downes, Institute of Education, Dublin City University; Erna Nairz-Wirth, Vienna University of Economics and Business; Viktorija Rusinaitė, PPMI

 

Further reading

Additional information

  • Education type:
    School Education
  • Evidence:
    N/A
  • Funding source:
    European funding
  • Intervention level:
    Universal
  • Intervention intensity:
    N/A
  • Participating countries:
    Austria
    Belgium
    Croatia
    Cyprus
    Czechia
    Denmark
    France
    Germany
    Greece
    Italy
    Netherlands
    Poland
    Portugal
    Slovakia
    Slovenia
    Spain
    Sweden
    United Kingdom
  • Target audience:
    Teacher
    Head Teacher / Principal
    School Psychologist
    Government / policy maker
  • Target audience ISCED:
    Primary education (ISCED 1)
    Lower secondary education (ISCED 2)
    Upper secondary education (ISCED 3)