The Spisey Project works to create inclusive school and learning environments for all.
All children, including those with special needs, should all be given the possibility to be a part of the social and learning community of the school.
The road towards the inclusive school is about promoting a more comprehensive understanding of inclusion, and to foster a culture of inclusion throughout the school system, as well as taking a more holistic approach encompassing a wider range of actors from politicians, local administration of education, teachers, pedagogues, parents and not least children.
We want to take a strategic, holistic and relational approach on how to develop inclusive schools and learning environments in European Member states. We want to foster a learning environment that is motivating for both students and teachers, and that inspires collaboration.
The SPISEY project works to develop an innovative management model. Based on the Danish Inclusion Compass, SPISEY aims at testing and implementing a generic model for supporting leaders of schools, educators and teachers in dealing with diversity and creating the inclusive school for all children across Europe.
A Baseline report, which will ensure the contextual, holistic, relational and “real world” approach that the SPISEY project wants to develop.
The report will be comprised by:
The European Inclusion Compass consisting of methods, guidelines and management tools focusing on how to create an inclusive school and learning environments for all through collaboration with:
The European Inclusion compass will build on international and European ethical values and present a common European understanding for the processes on how to facilitate local processes on how to create an inclusive education and school together. The model can also be used as inspiration material and facilitation material for policy and decision makers.
The inclusion compass will be presented as generic model with guidelines, activity catalogue, good practice cases and supportive facilitation material, based on detailed input from the target groups.
When the model is developed, it will be tested in close collaboration within at least two schools in each participating country, so that the compass stands out tested and ready to be upscaled and transferred to other European countries beyond the partnership.
Based on the experiences from the testing phase, SPISEY will develop a set of implementation and policy recommendations. These recommendations will build on a substantial evaluation process in the project, where the partners will focus on barriers and promoting factors for implementation and application of the European Inclusion Compass on local and European level.
A facilitation and consultancy concept for school managers will be developed and tested during the project, which will be available after the project. This concept will build on all experiences from the project and will be available for e.g. consultants working with facilitation, creativity and innovation in schools.
All material and products from the project will be gathered on the European SPISEY Website, which will be the overall visual product from the project and serve as a European Inclusion reference frame and knowledge society for schools managers, teachers, teacher trainers, and researchers.