Module 25-MIS-O3 Practices of Inclusion 1

Inclusive Education in Schools and Society
Students

• Explain key concepts related to social inequality and educational disadvantage.
• Identify and analyse barriers and opportunities for inclusion in school settings.
• Evaluate how schools respond to diverse social backgrounds and propose strategies to prevent segregation.
• Describe and apply approaches for strengthening classroom relationships and fostering a positive class climate.
• Design inclusive classroom practices that promote a sense of safety, belonging, and equitable participation for all pupils.

Students

• Reflect on and articulate their own strengths, limitations, values, and professional identity as future teachers.
• Demonstrate awareness of how self-perception influences their pedagogical decision-making and relationships with pupils.
• Recognise and interpret a range of emotional expressions in themselves and others.
• Apply strategies for healthy emotional expression, sharing, and regulation in educational contexts.
• Develop personal competences in empathy, emotional literacy, and resilience to support inclusive and relationally oriented teaching.

Students

• Distinguish between drama education, dramatherapy, and social theatre and describe their relevance for inclusion.
• Explain how drama-based approaches foster social cohesion, empathy, and participation of diverse learners.
• Use selected drama techniques (e.g., role play, improvisation, structured drama) to address themes related to inclusion and diversity.
• Facilitate drama activities that help pupils explore differences, strengthen cooperation, and build mutual respect.
• Design an inclusive drama-based learning activity for use in classroom practice.

Inclusive Education: Ethics, Policy and Reasearch
Students

• Define and distinguish key concepts related to inclusive education (inclusion, exclusion, discrimination, SEN/D, vulnerable groups).
• Explain the historical and philosophical development of inclusive education.
• Analyse how major pedagogical theories inform inclusive teaching.
• Formulate and critically evaluate selected educational concepts within the context of inclusion.
• Apply theoretical frameworks to interpret inclusive or exclusive practices in schooling.

Students

• Explain ethical principles relevant to inclusive education, including fairness, equity, and respect for diversity.
• Interpret and apply professional Codes of Ethics and Conduct to practical teaching situations.
• Evaluate contemporary debates and challenges in inclusive education from an ethical perspective.
• Analyse and resolve ethical dilemmas using structured decision-making strategies.
• Reflect critically on their own values, biases, and responsibilities as future educators.

Students

• Describe theoretical and methodological foundations of research in pedagogical science.
• Analyse and compare regulatory frameworks for inclusive education at national and international levels.
• Interpret key policy documents and explain their impact on school practice.
• Design a simple research plan addressing an inclusion-related issue.
• Evaluate practical strategies for implementing inclusive education, based on policy and research evidence.

Inclusive Education in Schools and Society

• Social inequalities and inequalities in education – socially disadvantaged environments
• Key inclusion themes: barriers and opportunities; how schools respond to differences in social background; prevention of segregation.
• Working with the class – developing relationships, working with differences, safety in the classroom, class climate
• Practical dimensions of inclusion: how to create supportive and safe environments for all learners.

• Developing the relationship with oneself among students – future teachers: self-perception and self-awareness
• How students reflect on themselves, their strengths and limitations, and how this affects their professional development.
• Working with emotions in teacher education – recognising, expressing, and sharing emotions in a safe environment
• Strengthening emotional intelligence, empathy, and the ability to regulate emotions as foundations of pedagogical work.

• Relationship between drama education and dramatherapy. Social theatre and drama education.
• This topic is directly related to inclusion because it creates space for working with diverse social groups, disadvantaged learners, and strengthening social cohesion.
• Methods and techniques of drama education. Structured drama.
• Practical techniques that can be effectively used to support inclusion in schools – drama education helps open topics such as tolerance, cooperation, empathy, and respect for diversity.

Inclusive Education: Ethics, Policy and Reasearch

• Introduction to Inclusive Education – key definitions (inclusion, exclusion, social inclusion, vulnerable groups, discrimination, SEN/D)
• Historical perspectives on inclusive education and philosophical roots in pedagogy
• Stages of human thinking and implications for education
• Educational concepts – formulation, explanation, and critical evaluation
• Ethical aspects of morality, diversity, fairness, equity versus equality in education
• Rights and responsibilities - Code of Ethics, Code of Conduct, Professional Code
• Contemporary trends and debates in inclusive education -
• Ethical dilemmas of inclusion – case studies and critical reflection - decision – making
• Theoretical and methodological foundations of research in pedagogical science
• Regulatory frameworks and key policy documents for inclusive education (national & international)

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Enrolment in the Master's degree programme Inclusion Studies.