European Studios for Social Inclusion

Key objective: To develop the ability to identify indicators (markers) of inclusiveness and to understand their influence on the participation of all learners in educational settings.

European tools used:
– School self-assessment tools (Index for Inclusion),
– Diversity visibility and accessibility indicators (European Commission, FRA),
– “School Diversity Mapping” practices.

This block introduced the conceptual foundations of inclusive education, positioning diversity not only as a fact to acknowledge, but as a resource for growth.
Participants explored the educational environment as a socio-cultural ecosystem, capable of either mitigating or reinforcing educational inequalities.
The European concept of diversity was examined through the lens of biological, socio-cultural, cognitive and communicative differences, emphasising ethical markers of inclusion such as universal design, accessibility, language sensitivity, and mutual respect.
Comparative examples were drawn from UNESCO, CEDEFOP, and national contexts, including practices from Ukraine.

Key objective: To foster an understanding of adaptive, locally-informed inclusive education strategies and to equip participants with tools for designing solutions tailored to specific environments.

European tools featured:
– Local Inclusive Education Plans,
– Case management models,
– Multidisciplinary support teams,
– Learning Pathways (Italy, Portugal, Finland).

This block focused on how education systems in the EU adjust their strategies in response to social, cultural, economic, linguistic, and psychological contexts.
Participants analysed real-world cases that demonstrated how flexible scheduling, inclusive curricula, and cross-sector collaboration can enhance access to quality education.
A strong emphasis was placed on designing whole-school approaches and supporting families in crisis or transition.

Key objective: To develop the ability to evaluate educational settings as holistic systems of support for children with SEN, rather than as isolated instructional environments.

European tools introduced:
– Team Around the Child partnership models,
– Individual Education Plans (IEPs),
– Principles of supervision and collaborative reflection.

This block provided comparative insights into the provision of psychological and pedagogical support in the EU and Ukraine.
Participants explored inclusive pedagogy, co-teaching models, ethical codes, and decision-making practices that centre the dignity, agency, and rights of children with SEN.
The differences in institutional support structures and professional roles were discussed, with an emphasis on moving from “corrective” to “developmental and supportive” models.

Key objective: To present inclusion as a tool of educational equity and justice, and to train participants to identify risks early and apply preventive strategies.

European tools covered:
– Intercultural Education Framework,
– Digital inclusion platforms (EDUBox, Mobile Schools),
– Cultural mediation practices (e.g. in Greece, Spain, France).

This thematic area addressed the needs of children who may not hold official SEN status but face systemic and hidden barriers in education. These included refugees, internally displaced learners, children from multilingual backgrounds, and those living in isolated or under-resourced areas.
Through case analysis and discussion, participants explored intersectional vulnerabilities and community-based responses.
Special attention was given to anti-stigma practices, early detection of learning challenges, and inclusive school policies designed to prevent exclusion or dropout.