EUniWell OER self-study module Diversity and Inclusion in Education

Dublin Core

Title

EUniWell OER self-study module Diversity and Inclusion in Education

Subject

Discrimination; diversity; inclusion; school structure; practices

Description

The overall aim of this OER is to build competencies in educators (both future and current) to promote inclusive and equitable educational environments for all students, regardless of their diverse backgrounds, needs, or identities. It provides foundational knowledge and frameworks that directly support the design of inclusive curricula in higher education. It offers insights into understanding the diverse needs of students, overcoming barriers to inclusion, and applying inclusive practices that make higher education more accessible and equitable for everyone. By incorporating the concepts and strategies from this OER, higher education curriculum designers can ensure their programs reflect inclusive principles and foster an environment where all students can thrive.

Creator

This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union.
OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media).
Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger

Source

The module is primarily derived from EUniWell’s efforts. Many of the materials are from the official website of EUniWell Project. The OER often refers to global legal frameworks, like the UN Convention on the Rights of Persons with Disabilities (CRPD), and other international human rights conventions; inclusive education theories, such as systems theory, symbolic interactionism, and others (see “Relation”).

Publisher

University of Konstanz

Date

No reference but the case vignettes were created during the 2024 summer semester.

Contributor

This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union.
OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media).
Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger

Rights

This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License.

This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. “You are free to share, remix, adapt, and build upon the work, even for commercial purposes, as long as you credit the original creator and license your new creations under the same or a compatible license.”


Relation

  1. Video/YouTube: Inclusion and Education: #AllmeansALL https://www.youtube.com/watch?v=kEyjlqixq9c
  2. Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. (2020). In UNESCO eBooks. https://doi.org/10.54676/jjnk6989
  3. Ellis, D. P. (1968). SOCIOLOGICAL THEORY AND MODERN SOCIETY. By Talcott parsons. New York: The free press 1967. 564 pp. $12.50. Social Forces; a Scientific Medium of Social Study and Interpretation, 47(1), 90–91. https://doi.org/10.2307/2574723
  4. Fend, H. (2009). Neue Theorie der Schule. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91788-7
  5. Video/YouTube: Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s
  6. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066x.32.7.513
  7. Epp, A. (2017). Bronfenbrenner’s Ecological Systems Theory as a Sensitization and Examination Pattern for Empirical Analyses. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 19(1). https://doi.org/10.17169/fqs-19.1.2725
  8. Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist. University of Chicago Press. https://www.ssoar.info/ssoar/handle/document/50777
  9. Joas, H. (1989). Intersubjektivität – Die Entwicklung des Werkes von G. H. Mead. Berlin: Suhrkamp.
  10. Helle, H. J. (2001). Theorie der symbolischen Interaktion: ein Beitrag zum verstehenden Ansatz in Soziologie und Sozialpsychologie (3rd ed.). Düsseldorf: Westdeutscher.
  11. Wocken, H. (2009). Inklusion & Integration. Ein Versuch, die Integration vor der Abwertung und die Inklusion vor Träumereien zu bewahren. In Integration und Inklusion auf dem Wege ins Gemeinwesen (pp. 204–234). A.-D. Stein, I. Niediek, & S. Krach. https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf
  12. Grosche, M. (2015). Was ist Inklusion? Ein Diskussions- und Positionsartikel zur Defi nition von Inklusion aus Sicht der empirischen Bildungsforschung. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 17–39). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-06604-8
  13. UN-CRPD (Committee on the Rights of Persons with Disabilities). (2016) General comment No. 4 on the right to inclusive education. Convention on the Rights of Persons with Disabilities. https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf
  14. Original illustration by Robert Ähnelt (CC-BY-SA 3.0 DE) modified by Michael Kowalczyk (CC-BY-SA 4.0 DE)
  15. Video/YouTube: What Is Inclusion? https://www.youtube.com/watch?v=3VMz06iVzqs
  16. THE 17 GOALS | Sustainable Development. (n.d.). https://sdgs.un.org/goals
  17. Video/YouTube: Response to Intervention: A Tiered Approach to Instructing All Students https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s
  18. UNESCO Global Education Monitoring Report Team, International Task Force on Teachers for Education. (2020). Inclusive teaching: preparing all teachers to teach all students. https://unesdoc.unesco.org/ark:/48223/pf0000374447
  19. Widmer-Wolf P. (2018). Kooperation in multiprofessionellen Teams an inklusiven Schulen. in T.Sturm & M.Wagner-Willi (Hrsg.), Handbuch schulische Inklusion (Kap 3.5). UTB. - https://doi.org/10.36198/9783838549590
  20. Jurkowski, S., Ulrich, M., & Müller, B. (2023). Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration. International Journal of Inclusive Education, 27(1), 54–71. https://doi.org/10.1080/13603116.2020.1821449
  21. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation: The Official Journal of the Association for Educational and Psychological Consultants, 20(1), 9–27. https://doi.org/10.1080/10474410903535380
  22. Studienseminar Hannover für das Lehramt für Sonderpädagogik. (n.d.). Handreichungen zur Ausbildung im gemeinsamen Unterricht. https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf
  23. Video/YouTube: Co-Teaching Overview https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc
  24. Video/YouTube: Special Education and Regular Education: Working Together https://www.youtube.com/watch?v=jlc1ZU-P8jc
  25. Abbott, K. (2014). Social Justice. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. https://doi.org/10.1007/978-94-007-0753-5_2772
  26. Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams (Ed.), Teaching for diversity and social justice (pp. 1–14). Routledge/Taylor & Francis Group. 
  27. Brüderl, J. (2019). Soziale Ungleichheit. Vorlesung Sozialstrukturanalyse (Kapitel 4), LMU München, Germany. https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf
  28. Garro, F., Chiappalone, M., Buccelli, S., De Michieli, L., & Semprini, M. (2021). Neuromechanical Biomarkers for Robotic Neurorehabilitation. Frontiers in Neurorobotics, 15. https://doi.org/10.3389/fnbot.2021.742163
  29. ICD-11 for Mortality and Morbidity Statistics. (n.d.). Retrieved November 18, 2024, from https://icd.who.int/browse/2024-01/mms/en#437815624
  30. Costa, P. T., & McCrae, R. R. (1988). Personality in adulthood: A six-year longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory. Journal of Personality and Social Psychology, 54(5), 853–863. https://doi.org/10.1037/0022-3514.54.5.853
  31. Costa, P. T., Jr, McCrae, R. R., & Löckenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70(1), 423–448. https://doi.org/10.1146/annurev-psych-010418-103244
  32. Iller, M.-L., Mäder, R., & Schreiber, M. (2021). Handbuch Fragebogen zur Erfassung der Persönlichkeit (HEXACO-PI-R1). Zürcher Hochschule für Angewandte Psychologie. https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf

Format

Activities (crossword; quiz; interactive reflection task; Padlet (feedback wall); text.

  • HTML

Video/YouTube

  • MP4

Reports

  • PDF

Language

English

Type

Online module

Coverage

The OER self-study module on Diversity and Inclusion in Education covers a comprehensive range of topics including inclusive education, diversity, discrimination, sustainability, and well-being in educational contexts. It is primarily targeted at student teachers, but is also accessible to in-service teachers and a broader educational audience. The module addresses the practical application of inclusive pedagogies, aligned with international human rights frameworks such as the UN CRPD, and emphasizes the development of future competencies needed by educators. This OER is relevant to the European context but is also applicable internationally, providing insights for educators facing global educational challenges.

Online Training Item Type Metadata

Collection

Online Training

Citation

This OER self-study module was produced by the University of Konstanz project team as part of the EUniWell project, funded by the European Union. OER Project Team: Sarah Roos (Project Coordination), Dr. des. Manuela Ulrich (Diversity & Inclusion), Dr. Sebastian Tillmann (Chapter 7. Unconscious Bias), Michael Kowalczyk (Educational Media). Acknowledgements: the case vignettes were created by teacher education master’s students; Samantha Jacobs and Lucy Bell (Student Assistant); André Dietrich (LiaScript Developer); the Chapter Header Illustrations are by Manfred Steger, “EUniWell OER self-study module Diversity and Inclusion in Education,” digital4allOER, accessed May 5, 2025, https://digital4alloer.ucd.ie/items/show/41.

Output Formats