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Educational Disadvantage Centre

Structural Indicators for Inclusive Systems in Europe

Based on the report published by the EU Commission, Structural Indicators for Inclusive Systems in and around Schools (Downes, P., Nairz-Wirth, E., & Rusinaite, V., 2017) a self-reflection Structural Indicators Tool was developed. This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school. The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learners' needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices.

Access the full report here: Downes, P.; Nairz-Wirth, E.; Rusinaitė, V., Structural Indicators for Inclusive Systems in and around Schools, NESET II report, Luxembourg: Publications Office of the European Union, 2017. Doi: 10.2766/200506

Structural Indicators Tool, questions for schools, official EU Commission translations:

BG  CS   DA  DE  EL  EN  ES  ET  FI  FR  HR  HU  IT  LT  LV  MT  NL  PL  PT  RO  SK  SL  SV

Access the School Education Gateway website here

The key areas covered by the indicators include:

  • A whole school approach to developing inclusive systems
  • Teacher and school leadership quality
  • Promotion of system integration of policy and practice
  • A multidisciplinary focus on health and welfare
  • Promoting parental involvement and family support
  • Meeting the needs of particularly vulnerable individuals and groups

The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education.  This Structural Indicators Tool, translated by the EU Commission from English into 22 European languages (see below) is part of a wider report on structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators

Downes, P. (2018) An Emerging Paradigm of Structural Indicators to Examine System Supports for Children’s and Adolescents’ Education and Wellbeing. Child Indicators Research. October  Volume 11, Issue 5, 1445–1464

Click HERE for free offprint available for 4 weeks