Development of Rhythm-Based Inclusion Curriculum, Piloting and Evaluation

This output leverages a growing body of research on innovating art-based interventions within schools targeting students with special educational needs. This research shows that artful strategies can be very effective if implemented by well trained teachers or professionals with the support and collaboration of school psychologists that work in an inclusive and systemic psychodynamic perspective. Positive and favorable classroom climate seems to facilitate the inclusion of students that run the danger of exclusion in a traditional classroom and enhance effective learning and a supportive teaching environment. These research results form the baseline of this output that will first of all produce a rhythm-based inclusion curriculum that will be refined and perfected after thorough piloting in the participating countries to finally inform the design and delivery of the project’s online training programme.

Starting from this output the project seeks to promote “democratization” of the learning process in inclusive education by:

  1. Distributing responsibility and control of the learning process among students, teachers and instructors in order to break traditional hierarchies in the learning process, improve learner satisfaction and enhance the impact on learner skills.
  2. Involving new actors in inclusive education - academics and artists. The guidelines on artists’ and teachers’ co-creation should at mitigating power inequalities (favoring academics) in education while enabling cross fertilization of educational and artistic domains.
  3. Facilitating the exposure of teachers and students to innovative artful practices through partnership with artists and effective communication with remote peers, which in particular will aim at improving teachers’ pedagogical knowledge on the integration of arts into their classes towards the vision of an inclusive educational framework.
  4. Integration of oral and written technical communication tasks into training, in view of fact that technical communication is a skill valued in industry.
  5. Focusing on teamwork and collaboration between students and between students and teachers, in view of the rising importance of teamwork skills in industrial and interdisciplinary innovation contexts employing also digital technologies to foster rich interactions that enrich the traditional face-to-face communication.