SYLLABUS

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The syllabus of the competences of the inclusive teacher contains an analytical description in line with the values and dimensions of the Index of Inclusion, and coherent with the existing repertoires.

The Syllabus was developed through 3 steps:

• a Questionnaire, constructed starting from the Index items and administered to teachers, school staff, students and families;
• a Competence Grid, outlining the areas and skills of the inclusive teacher;
• a Syllabus, developing the competence grid, articulating indicators and descriptors.

The Syllabus constitutes the basis of the Self-analysis Inventory.

COMPETENCE GRID

The Competence Grid is a matrix that reproduces the areas of competence of the inclusive teacher. To build this matrix, the existing directories on teacher skills, the indications derived from European and international documents, and the items and classification system of the Index for Inclusion were consulted. In particular, alongside the Index, was used the classification of European Agency for Development in Special Needs Education reported in the document “Profile of Inclusive Teachers” (2012). The different areas that contribute to defining the profile of the inclusive teacher were considered.

We have classified the items in the Index for Inclusion into two macro categories:

A. CULTIVATING INCLUSIVE VALUES

Having an inclusive attitude and behavior: knowing how to be

Question: Do I have inclusive values?

B. PROMOTING INCLUSIVE VALUES

Putting inclusive values into practice in teaching: knowing how to do

Question: Am I able to implement teaching practices consistent with these values?

By examining the profile of the inclusive teacher according to the European Agency for Development in Special Needs Education, we can combine the two previously identified macro categories with the four dimensions proposed by the document. Here we show the four dimensions, referred to as A1, A2, A3 and A4 respectively.

A. CULTIVATING INCLUSIVE VALUES

Having an inclusive attitude and behavior: knowing how to be

Question: Do I have inclusive values?

A1. Enhancing the diversity of the students – the difference is to be considered a resource and a wealth.

The areas of expertise refer to:

• • • • • • • Personal opinions on school integration and inclusion;
            • Personal opinions on the difference that exists in the group-class.

A2. Professional development and updating – teaching is a learning activity and teachers are responsible for their own lifelong learning.

The areas of expertise refer to:

• • • • • • • The teacher as a professional capable of reflecting on their role and their work;
            • The initial training course is the basis of continuing professional development

 

B. PROMOTING INCLUSIVE VALUES

Putting inclusive values into practice in teaching: knowing how to do

Question: Am I able to implement teaching practices consistent with these values?

B1. Support students – cultivate high expectations of students’ academic success.

The areas of expertise refer to:

• • • • • • • Promote disciplinary, practical, social and emotional learning;
            • Adopt effective teaching approaches for heterogeneous classes.

B2. Working with others – collaboration and teamwork are essential for all teachers.

The areas of expertise refer to:

• • • • • • • Knowing how to work with parents and families
            • Knowing how to work with more education professionals.

THE SYLLABUS

 

A. CULTIVATING INCLUSIVE VALUES

A1. Valuing learner diversity

A1.1 I understand the link between education, equality and human rights

A1.2 I understand the main theoretical and practical concepts that form the foundation of inclusion

A1.3 I recognize that inclusion requires encouraging and encouraging the participation of all learners

A1.4 I am aware that categorizing and labelling learners can have a negative impact on them

A1.5 I recognize the importance of my role as a teacher on the self-esteem and performance of learners

A1.6 I recognize the diversity of learners as a value and I know that I can take advantage of it to improve their learning

A1.7 I interpret the difficulties of learners as obstacles to learning and participation rather than as their deficiencies or impairments

A1.8 I am aware that inclusion is a continuous and always evolving process

A1.9 I understand the importance of having high expectations for all learners regardless of their background and conditions, recognizing and rewarding their efforts

A1.10 I am aware of the importance of promoting non-violent interactions and avoiding bullying and discriminatory attitudes

A1.11 I recognize that the respect and appreciation of all learners is a factor of inclusion

A1.12 I recognize the importance of communication and collaboration with my colleagues, parents and families of the learners

A2. Personal professional development

A2.1 I build a personal vision of the school organization that responds to the questions and challenges of the knowledge society

A2.2 I acquire and develop educational knowledge and skills through formal and non-formal learning paths

A2.3 I’m responsible of my professional development

A2.4 I consider the education and well-being of all students to be my primary responsibility

A2.5 I can apply personal growth strategies to acquire more inclusive attitudes

A2.6 I can reflect on my experience and use self-assessment approaches to raise my awareness and improve myself professionally

A2.7 I understand the importance of sharing knowledge as a factor in the development of the entire educational community

A2.8 I recognize myself consciously and responsibly in teaching professionalism

A2.9 I understand educational policies and practices

A2.10 I know the values and importance of professional ethics

A2.11 I consider digital skills a crucial factor for inclusion and I acquire and develop them through formal and non-formal learning paths

A2.12 I undertake learning paths of acquisition and improvement of skills in foreign languages as a lever for the internationalization of my professionalism

B. PROMOTING INCLUSIVE VALUES

B1. Supporting all learners

B1.1 I encourage and support the learning of all learners from a disciplinary, social and emotional point of view

B1.2 I support the development of collaborative practices and the acquisition of collaborative skills in learners

B1.3 I evaluate all learners fairly while respecting their diversity, I encourage self-assessment and use assessment approaches and tools to improve their learning

B1.4 I foster a climate of communication and positive interaction between learners

B1.5 I recognize the obstacles to learning and participation and contribute to their removal

B1.6 I treat all learners with respect and fairness, valuing their different skills, differences and backgrounds

B1.7 I use a respectful and correct language, avoiding to discriminate learners on the basis of family and cultural situations

B1.8 I apply different didactic strategies to respond to the different needs of the learners

B1.9 I value the progress and efforts of all learners, rewarding the results achieved while respecting their skills and peculiarities

B1.10 I fight stereotypes, labels and discrimination in my behavior and that of the learners

B1.11 I pay attention to the cultures of origin of the learners, valuing them as resources for learning

B1.12 I encourage the active and autonomous participation of learners in their learning process and listen to their ideas and requests

B2. WORKING WITH OTHERS

B2.1 I can communicate effectively on a verbal and non-verbal level to respond to the different communication needs of the interlocutors

B2.2 I can manage my negative emotions and avoid them affecting my attitudes and behaviors

B2.3 I contribute to the creation of a culture of collaboration in my school staff

B2.4 I share my ideas with others, encouraging collective knowledge building processes

B2.5 I interact positively with the learners’ families, involving them in their learning process

B2.6 I actively cooperate with all the figures involved in the educational process of my school’s learners

B2.7 I cooperate with colleagues and staff of other schools, or of national and international institutions

B2.8 I learn together with colleagues and other staff members of my school

B2.9 I contribute to the development of collaborative practices between subject teachers and support teachers

B2.10 I use collaborative teaching as an opportunity to learn from others

B2.11 I welcome the criticisms and suggestions of colleagues as a stimulus to improve my professional practice

B2.12 I actively participate in school life and organization

REFERENCES

• T. Booth, M. Ainscow, Index for inclusion: developing learning and participation in schools, CSIE, 3rd Edition 2011.
• European Agency for Development in Special Needs Education, Teacher Education for Inclusion. Profile of Inclusive Teachers, 2012.
• Australian Institute for Teaching and School Leadership (AITSL), Australian Professional Standards for Teachers, 2018.
• British Council, Continuing Professional Development (CPD) Framework for teachers, 2015.
• D. Ianes et al., Il manuale dell’expert teacher. 16 competenze chiave per 4 nuovi profili docente, Trento, Erickson, 2019.