Project

MyHUB– a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions (604454-EPP-1-2018-1-LV-EPPKA3-IPI-SOC-IN)

Goal: The project will reduce the barriers to inclusion through active collaboration between, education personnel and other stakeholders, including the active involvement of policy-makers, members of the local community, such as political and religious leaders, local education officials, and the mass media.

Date: 1 February 2019 - 1 January 2022

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Project log

Arta Rūdolfa
added an update
Aims and objectives
  • To integrate awareness about inclusive education into educational institutions’ regular professional development activities (at the cross-sectoral level & including formal and non-formal educational institutions)
  • To improve the knowledge, skills (including advocacy skills), and competencies of the pedagogical staff (in Latvia, Bulgaria, Austria) towards implementation of inclusive learning practices based on the know-how provided by experienced countries such as Belgium and Cyprus.
  • To improve the abilities of the pedagogical staff towards assessment of abilities and identification of needs of each student with a disability.
  • To improve the existing teaching methods by upscaling best practices in inclusive learning implementation of already existing and measured as successful tools, resources and methods.
  • To provide pedagogical staff with guidance on the development of annual plans for inclusive education implementation including the creation of individual educational plans.
  • To mobilize out-of-school children with disabilities to attend mainstream education through the organization of dedicated seminars with students with disabilities and their families.
  • To create sustainable cooperation and networking between the educational institutions, non-governmental sector, and the decision/policy-making sector on the municipal and governmental levels in the participating countries.
  • To make prompt recommendations towards decision-makers in terms of further development of governmental programs and strategies for inclusive education implementation based on the impact results shown during the upscaling and implementation phase of the project.
  • To support the improvement of the quality and efficiency of education, training, enhancing creativity and innovation of the schools’ staff to achieve modernization of the preschool and schools’ pedagogy as creative, attractive, and efficient learning.
  • Promote the universal design of learning as a type of learning/training approach will support the achievement of the ultimate goal of increasing social cohesion and integration of children with learning difficulties in education, reducing the option to leave the education system early and therefore to equip them to achieve future access towards vocational education (VET), Higher education and/or employment.
  • To enable the enhancement and sustainability of the knowledge, skills, and competencies of the pedagogical staff on a cross-sectoral level – from early childhood, through school education, VET, Higher education, and adults education through provisions of a one-stop-shop online hub with already developed and approbated best practice examples, resources, tools, methods and experiences towards the achievement of an inclusive learning practice on a European level.
  • To create a Pan-European learning community (represented by the project partners) among different actors – educational institutions, formal and non-formal learning providers, public authorities, NGOs). In that case, we will achieve a scaling up of good practices on inclusive learning and their cross-educational transfer and exploitation.
 
Linda Daniela
added an update
The challenges posed by the implementation of inclusive education are one of the current tasks of professional activity for teachers, university lecturers, and education policy makers in the European Union and abroad. Despite the international community's determined efforts to integrate, some countries still face difficulties and obstacles in obtaining quality education for the welfare state of children and young people in the country.
This fact confirms that the need to implement inclusive education does not diminish the need for a systemic approach to tackling social exclusion caused by barriers to education.
However, inclusion is not just a matter of the education system: inclusion is, in essence, an indicator of the democratization of the society. Public attitudes towards inclusion demonstrate the level of tolerance as an important value of a democratic society. Attitudes towards inclusion also highlight the value of civil society, such as social belonging and recognition.
Everyone has the need to feel being a part of the society, to feel recognized and included in the social community, but in order to exercise the right of all people to recognition and belonging, it is natural to demand the ability of every individual to be tolerant and tolerant of diversity in society. Social exclusion is an indicator of the lack of a sense of belonging and recognition of a certain part of the society, as well as indicates the lack of tolerance on the part of other members of the society. Inclusion is a complex social task, and the role of education in tackling it is undeniably important.
 
Linda Daniela
added an update
You can find the handbook here: @https://handbook.inclusion-hub.eu/handbook/
The origins of inclusive education can be traced back to the attempts of integrating people with special needs into education in Scandinavia, the United States and Japan in the 1970s, but the results showed that such integration offers opportunities to improve the achievement for students with mild disabilities while those with severe disabilities faced even greater discrimination. Over time, it has been concluded that simply integration is not the key word for supporting students with special needs, so other solutions were needed.
Despite the fact that 26 years have passed since the adoption of the Salamanca Statement, it must be acknowledged that not all situations and contexts are always taken for granted and there are still countries where inclusive education is only defined in political documents but not a common practice. However, during these 26 years, the world has accumulated rich experience in implementing inclusive education and organizing various activities to ensure access to education for every individual.
In the MyHUB project - A one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions, its participants are committed to bringing together a variety of good practices in inclusive education to ensure knowledge transformation through lending and borrowing the principle developed by Gita Steiner-Khamsi where it takes different dimensions to share good practices among different countries, among different educational levels and among people with diverse special needs.
This handbook is the result of a project, which has gathered information on the principles of inclusive education and the situation in the project countries. It will be useful for teachers who are eager to create an inclusive learning environment, for parents who wish to understand the principles of inclusive education and for other stakeholders in education.
 
Katrina Elizabete Purina-Bieza
added an update
This year work on the development of a MyHub Handbook has been completed. The Handbook:
• describes the situation and challenges of inclusive education in project partner countries,
• analyzes the normative acts regulating inclusive education in the partner countries,
• summarizes practical recommendations for developing innovative and inclusive teaching materials,
• includes samples of lesson plans for carrying out inclusive education practice in the classroom,
• describes the possibilities of using digital technologies
• and a separate chapter is devoted to the current challenges of education in crisis conditions.
The Handbook is available - handbook.inclusion-hub.eu
Moving forward project partners will translate nationally relevant part of the Handbook into their national languages.
 
Katrina Elizabete Purina-Bieza
added an update
The European Inclusive Learning Hub is a large repository of inclusive, searchable, and usable learning resources, methods, tools, and mechanisms, already tested, approbated, and deployed in certain countries. At the end of 2020, the uploading of collected good practices has been finished and You can view and search them on elearning.inclusion-hub.eu. The repository is available in all partner languages: Bulgarian, Dutch, German, Greek, Latvian as well as English.
Moreover, partners have customized and translated materials relevant to their national inclusive education environment for the implementation of inclusive education practices internationally.
 
Katrina Elizabete Purina-Bieza
added an update
By the end of October 2020, the implementation of inclusive education at various levels of education has been applied to the project partners and the collected more than 200 materials and good practices tested in international practice. 110 descriptions of good practice are already available in Latvian, the process of collection of good practices and translation continues, and the content of the repository is constantly being supplemented. You can get acquainted with the catalog of good practices on the project website www.inclusion-hub.eu.
The project has produced a handbook for inclusive education, which contains various recommendations, useful materials and information on the laws and regulations governing inclusive education projects in the member states. At the end of the year, the guide will be available to all interested parties on the project website.
 
Katrina Elizabete Purina-Bieza
added an update
In the first four months of my HUB project, an Advisory Board has been established and research on inclusive education is ongoing.
On January 31, 2019, researchers from the University of Latvia, together with partners from Belgium, Bulgaria, Austria and Cyprus, have launched the ERASMUS + project “MyHUB – a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions” (MyHUB) (604454- EPP-1-2018-1-EN EPPKA3-IPI-SOC-IN), which will develop a digital site that will collect, categorize and systematize materials and good practices on inclusive education issues.
The repository will initially include materials from Latvia, Belgium, Bulgaria, Austria and Cyprus, but is planned to evolve over time into a pan-European materials site to support inclusive education.
The objectives of the project are: to involve representatives of different educational institutions in interdisciplinary further education in the field of inclusive education (formal and non-formal education), using examples of good practice; to improve the skills of teaching staff with special needs in all Member States involved in the project; to improve the use of existing teaching methods by updating examples of successful inclusive education practices and supplementing the arsenal of pedagogical tools with tools, resources and methods tested in international practice.
Target audience of the project in Latvia are preschool, primary and secondary teachers, directors and deputy directors of educational institutions, organizers of further education; social workers and youth professionals; representatives of non-governmental organizations; education policy makers – heads of education authorities and their staff, inclusive education policy makers from municipalities and state level institutions, representatives of the Ministry of Education and Science, etc.
It is the responsibility of each partner involved in the project to set up an advisory board made up of school leaders, teachers and teaching staff at all levels of education, as well as NGOs, non-governmental organizations representing people with disabilities and policy makers at regional and national level. In May 2019, the following advisory board was established at the UL, the members of which are to review and evaluate the progress and results of the project once every 6 months, as well as to advise the research team on possible improvements.
During the first months of the project, work has been actively pursued both to develop a trial version of the digital site and to develop research on inclusive education. There is also a project website where everyone interested can keep up to date with news: https://www.inclusion-hub.eu/?lang=en
 
Katrina Elizabete Purina-Bieza
added an update
Press Release by the University of Latvia about the work done in the project to date (3.10.2019)
In the first six months of my HUB project, an advisory board has been set up, research material compilation has been launched and research on inclusive education is ongoing.
On January 31, 2019, researchers from the University of Latvia, together with partners from Belgium, Bulgaria, Austria and Cyprus, have launched the ERASMUS + project “MyHUB – a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions” (MyHUB) (604454-EPP) -1-2018-1-EN EPPKA3-IPI-SOC-IN), which will develop a digital site that will collect, categorize and systematize materials and good practices on inclusive education issues.
At the end of the summer, UL researchers in Bulgaria met with a project team from other countries – on August 29 and 30, partners at the University of Sofia analyzed what had already been done and discussed future tasks in the My HUB project.
In the first phase of the study, project management and quality strategy manuals have been developed and are expected to be evaluated by mid-October. A strategy for the dissemination of project results has been developed and validated, and national advisory councils composed of experts from different educational fields have been established and approved.
During the 6 months of the project, the project partners have promoted the project ideas at more than 20 local and international events, and the project has reached around 7,000 people across Europe. More than 200 materials and good practices have been compiled that will initially be used to test the digital site to support the implementation of inclusive education.
In the second half of 2019, the collection of study materials as well as the translation of materials collected by other project partner countries will continue to be made available to a wider audience.
Further information and workshops are planned as part of the project, where practitioners and other stakeholders involved in inclusive education in the participating countries will learn the skills needed to work with the digital site. The project website is available in English, Latvian, Bulgarian, German, Greek and Dutch at www.inclusion-hub.eu.
The project team at the University of Latvia are researchers of the Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art: paed. Linda Daniela (Project Manager), Dr. paed. Zanda Rubene, Dr. paed. Dita Nimante, Mg. paed. Arta Rudolfa, Student of the Master’s program “Pedagogy”, University of Latvia Katrina Elizabete Bieza.
The project will run for 36 months and will finish on January 30, 2022.
In the first six months of my HUB project, an advisory board has been set up, research material compilation has been launched and research on inclusive education is ongoing.
On January 31, 2019, researchers from the University of Latvia, together with partners from Belgium, Bulgaria, Austria and Cyprus, have launched the ERASMUS + project “MyHUB – a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions” (MyHUB) (604454-EPP) -1-2018-1-EN EPPKA3-IPI-SOC-IN), which will develop a digital site that will collect, categorize and systematize materials and good practices on inclusive education issues.
At the end of the summer, UL researchers in Bulgaria met with a project team from other countries – on August 29 and 30, partners at the University of Sofia analyzed what had already been done and discussed future tasks in the My HUB project.
In the first phase of the study, project management and quality strategy manuals have been developed and are expected to be evaluated by mid-October. A strategy for the dissemination of project results has been developed and validated, and national advisory councils composed of experts from different educational fields have been established and approved.
During the 6 months of the project, the project partners have promoted the project ideas at more than 20 local and international events, and the project has reached around 7,000 people across Europe. More than 200 materials and good practices have been compiled that will initially be used to test the digital site to support the implementation of inclusive education.
In the second half of 2019, the collection of study materials as well as the translation of materials collected by other project partner countries will continue to be made available to a wider audience.
Further information and workshops are planned as part of the project, where practitioners and other stakeholders involved in inclusive education in the participating countries will learn the skills needed to work with the digital site. The project website is available in English, Latvian, Bulgarian, German, Greek and Dutch at www.inclusion-hub.eu.
The project team at the University of Latvia are researchers of the Scientific Institute of Pedagogy, Faculty of Education, Psychology and Art: paed. Linda Daniela (Project Manager), Dr. paed. Zanda Rubene, Dr. paed. Dita Nimante, Mg. paed. Arta Rudolfa, Student of the Master’s program “Pedagogy”, University of Latvia Katrina Elizabete Bieza.
The project will run for 36 months and will finish on January 30, 2022.
This project has been funded with support from the European Commission, Erasmus + K3. The project web site reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission, Erasmus + K3. The project web site reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
 
Katrina Elizabete Purina-Bieza
added a project goal
The project will reduce the barriers to inclusion through active collaboration between, education personnel and other stakeholders, including the active involvement of policy-makers, members of the local community, such as political and religious leaders, local education officials, and the mass media.