CHANGING

INCLUSION

To treat students the same, we must begin treating them differently

Schools of today are going through a process of change, where new school reforms and their initiatives must be implemented and incorporated into the daily lives of students and teachers. This creates challenges and increases the complexity of the daily routine that schools have been used to.

Inclusion has risen to the top of the daily agenda as the individuality of students comes more into focus, we must now work from the philosophy that “To treat students the same, we must begin treating them differently”. This creates a bigger need to incorporate variation, diversity and motivation into our praxis.

formidling Inclusion

To treat students the same, we must begin treating them differently

Schools today are going through a process of change, where the new school reform and its initiatives must be implemented and incorporated into the daily lives of students and teachers. This creates challenges and increases the complexity of the daily routine that schools have been used to.

Inclusion has risen to the top of the daily agenda as the individuality of students comes more into focus, we must now work from the philosophy that “To treat students the same, we must begin treating them differently”. This creates a bigger need to incorporate variation, diversity and motivation into our praxis.

Motivated students strengthen the group

The schools are already working on and beginning many very good initiatives focused around learning, digitalization, inclusion and more. But in order to succeed given the challenges of the modern school, it is important that we also rethink the physical learning space. This is a culture related element in relation to the way we have run our schools in the last centuries. The right choice of learning space can actually trigger the inclusion of pupils/students, without bringing negative attention and stigmatizing the pupils/students with special needs. We believe, that by changing the setup of the learning space, we can create environments which motivate students to learn and enhance well-being in the entire student group.

We create criteria’s for the success of inclusion

The current state of inclusion is focused on securing the individual child’s development as well as the wish to strengthen the sense of community among students. At the same time, we are very focused on the physical learning space and the interaction processes.

Including students must be to enhance all children’s possibilities for participation in different kinds of social groups which promote diversity in the classroom. If we are not aware of the meaning of the physical learning space in regards to students’ welfare and learning, we might unknowingly exclude some students. Therefore, when we develop innovative learning spaces, inclusion has a special focus. For each new project, we ask ourselves : “How can we meet the needs of the students?”. Below you will find some guidelines to ensure inclusion in the physical learning space:

  • To what extent can the students be CO-CREATING?
  • How do we CODE the environment in order to create awareness of the learning activities that are going to take place in the room?
  • How do we create space for DIVERSITY?
  • How do we create optimal STIMULATION in relation to sound, light, air and color?
  • How do we create rooms that can CHANGE and EVOLVE?
  • How do we enable the school’s square meters to achieve MAXIMUM UTILIZATION?

Our success criteria for the inclusive learning environment must therefore be that:

  • More pupils/students feel included in the learning environment and consider themselves a valuable part of the community.
  • More pupils/students become aware of their individual way of learning and understand how to use it constructively in the learning environment.
  • More pupils/students become motivated, inspired by learning and creativity in the physical learning environment.
  • The physical learning environments increase the teacher’s possibilities and support their pedagogical vision.

Inspiration

inklusion amfi Inclusion

We often see how the learning environment can elevate students’ motivation to learn. The learning environment provides space for both the introvert pupil/student who needs peace and quiet and the extrovert student with big arm movements. The teacher gets a greater opportunity for changing his teaching while not losing close contact with the students.

When the pupil/student gains ownership and understanding of his way of learning, it gives the teacher a new understanding and knowledge about the student.

Inclusion through the learning environment can help the students feel like a valuable part of the community. To treat pupils/students the same, we must begin treating them differently.