PART 2: Activities to Promote Inclusivity

In developing the curriculum, we will consider the existing Good Practices across Europe. We will also choose the ones that matched the foundations and the goals of the INCREA+ project or manipulate them to have them fit the criteria set described in section 2 of this chapter.

In developing the activities at least, the following aspects will be addressed as shown in the template that follows (Table 2).

Table 2. Template for the description of basic information in curriculum activities

Specific expertise needs or stories of participants may well lead to introducing additional aspects in activities development.

3.3 Learning Indices

As stated in the project, the curriculum will promote a series of diverse and highly impacting benefits.

Short-term benefits:

Development of 21st Century Skills in students

Increased inclusion of disadvantaged students into participants’ schools

Establishment of teachers and CCS professionals trained in artistic inclusive practices

Fostering creativity, culture, multiculturalism and wellbeing through teaching tools, materials and educational resources.

Long-term Benefits:

Diffusion of arts education practices at European level.

Improvement of learning environment conditions and scholastic achievement for all students.

Decrease of dropouts from disadvantaged groups.

Stronger collaboration between CCS and schools.

To describe the changes instilled, both qualitative and quantitative tools will be considered and proposed to students before and after participating in the curriculum (Table 3). Reflective questions during the activities will guide the learning.

Table 3. Components of learning assessment

As proposed, both participants and professionals conducting the activity will be involved in analysing the changes and promotion of inclusion, skills’ development and active participation.

REFERENCES

Bernard, C. F. (2020). Lived experiences: Arts policy at the street level in the New York City Department of Education. Arts Education Policy Review, 121(1), 30-41.

Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2002). Index for inclusion. Developing learning and participation in schools, 2.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Imms, C., Froude, E., Adair, B., & Shields, N. (2016). A descriptive study of the participation of children and adolescents in activities outside school. BMC pediatrics, 16(1), 1-11.

Kennette, L. N., & Wilson, N. A. (2019). Universal Design for Learning (UDL): What is it and how do I implement it. Transformative Dialogues: Teaching & Learning Journal, 12(1), 1-6.

Marino‐Francis, F., & Worrall‐Davies, A. (2010). Development and validation of a social inclusion questionnaire to evaluate the impact of attending a modernised mental health day service. Mental Health Review Journal, 5,1-12.

Partnership for 21st Century Skills. (2009) A framework for 21st century learning P21Tucson, AZ Available at: www.21stcenturyskills.org.

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times, Jossey-Bass (publisher). ISBN 978-0-470-55362-6. Retrieved 2016-03-13.