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: