All in School – Leaded approach of Levels of Inclusivity in School to reduce early school leaving

The project intends to develop a system for the self-analysis of teachers’ inclusive competences that supports them in acquiring awareness of their ability to foster inclusion, and that integrates with a set of reflective approaches and procedures for analyzing the level of school inclusivity.

Thanks to the practice of self-analysis, teachers will be able to identify the desired level of competence, their strengths and weaknesses, the areas of improvement and the priorities to be pursued in order to encourage the process of inclusion, contributing to the removal of obstacles to learning and participation. The expected results include sharing equality values, social inclusion, non-discrimination, attribution of equal value to all and reinforcing collaboration between all school actors.