Educational interventions for an inclusive culture in primary school: The qualitative dimension of the PRO-SEL programme

Abstract

Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: (1) From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; (2) From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program: Systematical teaching of the social-emotional and prosocial competences; Integration of the social-emotional and prosocial competences in others subjects; Create a positive climate in class; Engaging the families.

The Italian Leadership on Inclusive Education: Myth or Reality?

“…Options: None -From 1 to 2 -From 3 to 5 -More than 5 Please state the names of the meetings: _______________ The use of the Inclusive Process Assessment Scale with vast samples of Italian schools (as well as Spanish and Croatian), thanks to its digital version, allowed both for the assessment of the efficacy of the schools (proved to be more or less inclusive) in terms of achieving the educational and instructional goals of the students, and for the impact of the programs of social emotional and prosocial education training programs on the quality of inclusive processes (Badia et al, 2020;Cottini 2019;Morganti, 2019;Morganti & Roche 2017). The underlying intention is that this would become a tool used daily by teachers, able to facilitate the implementation of policies and practices steered towards the promotion of the quality of Italian schools from an inclusive standpoint.…”

Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

“…The quantitative and qualitative outcomes of the experimentation have been analyzed and described in other works (Badia et al, 2020;Morganti, 2019). However, we can briefly point out that PROSEL curriculum improved the inclusive processes carried out by the schools and classes involved in the project, particularly in the teaching-learning practices.…”