Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Training Description An account of the resource Online Training Online Training Access to the Online Training resource URL <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#2</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EUniWell OER self-study module Diversity and Inclusion in Education Subject The topic of the resource Discrimination; diversity; inclusion; school structure; practices Description An account of the resource 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 An entity primarily responsible for making the resource 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 A related resource from which the described resource is derived 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 An entity responsible for making the resource available University of Konstanz Date A point or period of time associated with an event in the lifecycle of the resource No reference but the case vignettes were created during the 2024 summer semester. Contributor An entity responsible for making contributions to the resource 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 Information about rights held in and over the resource 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 A related resource <ol> <li style="font-weight:400;">Video/YouTube: Inclusion and Education: <a href="https://www.youtube.com/hashtag/allmeansall">#AllmeansALL</a> https://www.youtube.com/watch?v=kEyjlqixq9c</li> <li style="font-weight:400;">Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris. (2020). In UNESCO eBooks. <a href="https://doi.org/10.54676/jjnk6989">https://doi.org/10.54676/jjnk6989</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.2307/2574723">https://doi.org/10.2307/2574723</a></li> <li style="font-weight:400;">Fend, H. (2009). Neue Theorie der Schule. VS Verlag für Sozialwissenschaften. <a href="https://doi.org/10.1007/978-3-531-91788-7">https://doi.org/10.1007/978-3-531-91788-7</a></li> <li style="font-weight:400;">Video/YouTube: Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives <a href="https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s">https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=3s</a></li> <li style="font-weight:400;">Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513–531. <a href="https://doi.org/10.1037/0003-066x.32.7.513">https://doi.org/10.1037/0003-066x.32.7.513</a></li> <li style="font-weight:400;">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). <a href="https://doi.org/10.17169/fqs-19.1.2725">https://doi.org/10.17169/fqs-19.1.2725</a></li> <li style="font-weight:400;">Mead, G. H. (1934). Mind, self and society from the standpoint of a social behaviorist. University of Chicago Press. <a href="https://www.ssoar.info/ssoar/handle/document/50777">https://www.ssoar.info/ssoar/handle/document/50777</a></li> <li style="font-weight:400;">Joas, H. (1989). Intersubjektivität – Die Entwicklung des Werkes von G. H. Mead. Berlin: Suhrkamp.</li> <li style="font-weight:400;">Helle, H. J. (2001). Theorie der symbolischen Interaktion: ein Beitrag zum verstehenden Ansatz in Soziologie und Sozialpsychologie (3rd ed.). Düsseldorf: Westdeutscher.</li> <li style="font-weight:400;">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. <a href="https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf">https://inklusion20.de/material/inklusion/Inklusion%20vs%20Integration_Wocken.pdf</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1007/978-3-658-06604-8">https://doi.org/10.1007/978-3-658-06604-8</a></li> <li style="font-weight:400;">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. <a href="https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf">https://documents.un.org/doc/undoc/gen/g16/263/00/pdf/g1626300.pdf</a></li> <li style="font-weight:400;">Original illustration by Robert Ähnelt (CC-BY-SA 3.0 DE) modified by Michael Kowalczyk (CC-BY-SA 4.0 DE)</li> <li style="font-weight:400;">Video/YouTube: What Is Inclusion? https://www.youtube.com/watch?v=3VMz06iVzqs</li> <li style="font-weight:400;">THE 17 GOALS | Sustainable Development. (n.d.). <a href="https://sdgs.un.org/goals">https://sdgs.un.org/goals</a></li> <li style="font-weight:400;">Video/YouTube: Response to Intervention: A Tiered Approach to Instructing All Students <a href="https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s">https://www.youtube.com/watch?v=nkK1bT8ls0M&t=1s</a></li> <li style="font-weight:400;">UNESCO Global Education Monitoring Report Team, International Task Force on Teachers for Education. (2020). Inclusive teaching: preparing all teachers to teach all students. <a href="https://unesdoc.unesco.org/ark:/48223/pf0000374447">https://unesdoc.unesco.org/ark:/48223/pf0000374447</a></li> <li style="font-weight:400;">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. - <a href="https://doi.org/10.36198/9783838549590">https://doi.org/10.36198/9783838549590</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1080/13603116.2020.1821449">https://doi.org/10.1080/13603116.2020.1821449</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1080/10474410903535380">https://doi.org/10.1080/10474410903535380</a></li> <li style="font-weight:400;">Studienseminar Hannover für das Lehramt für Sonderpädagogik. (n.d.). Handreichungen zur Ausbildung im gemeinsamen Unterricht. <a href="https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf">https://lehrerfortbildung-bw.de/s_sueb/alle/fb1/6_mat/3_zusammen/11_lit/Handreichungen-zur-Ausbildung-im-gemeinsamen-Unterrich.pdf</a></li> <li style="font-weight:400;">Video/YouTube: Co-Teaching Overview <a href="https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc">https://www.youtube.com/watch?v=RWB8cg0K3DE&list=PLCDsTyftAA2D_buI_Rti5phLZ1DdFsAMc</a></li> <li style="font-weight:400;">Video/YouTube: Special Education and Regular Education: Working Together <a href="https://www.youtube.com/watch?v=jlc1ZU-P8jc">https://www.youtube.com/watch?v=jlc1ZU-P8jc</a></li> <li style="font-weight:400;">Abbott, K. (2014). Social Justice. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer. <a href="https://doi.org/10.1007/978-94-007-0753-5_2772">https://doi.org/10.1007/978-94-007-0753-5_2772</a></li> <li style="font-weight:400;">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. </li> <li style="font-weight:400;">Brüderl, J. (2019). Soziale Ungleichheit. Vorlesung Sozialstrukturanalyse (Kapitel 4), LMU München, Germany. <a href="https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf">https://www.ls3.soziologie.uni-muenchen.de/studium-lehre/lehrmaterialien/ws-2019-2020/vorlesung-sozialstruktur_19.pdf</a></li> <li style="font-weight:400;">Garro, F., Chiappalone, M., Buccelli, S., De Michieli, L., & Semprini, M. (2021). Neuromechanical Biomarkers for Robotic Neurorehabilitation. Frontiers in Neurorobotics, 15. <a href="https://doi.org/10.3389/fnbot.2021.742163">https://doi.org/10.3389/fnbot.2021.742163</a></li> <li style="font-weight:400;">ICD-11 for Mortality and Morbidity Statistics. (n.d.). Retrieved November 18, 2024, from <a href="https://icd.who.int/browse/2024-01/mms/en#437815624">https://icd.who.int/browse/2024-01/mms/en#437815624</a></li> <li style="font-weight:400;">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. <a href="https://doi.org/10.1037/0022-3514.54.5.853">https://doi.org/10.1037/0022-3514.54.5.853</a></li> <li style="font-weight:400;">Costa, P. T., Jr, McCrae, R. R., & Löckenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70(1), 423–448. <a href="https://doi.org/10.1146/annurev-psych-010418-103244">https://doi.org/10.1146/annurev-psych-010418-103244</a></li> <li style="font-weight:400;">Iller, M.-L., Mäder, R., & Schreiber, M. (2021). Handbuch Fragebogen zur Erfassung der Persönlichkeit (HEXACO-PI-R1). Zürcher Hochschule für Angewandte Psychologie. <a href="https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf">https://laufbahndiagnostik.psychologie.zhaw.ch/downloads/de/Handbuch_HEXACO-PI-R1.pdf</a></li> </ol> Format The file format, physical medium, or dimensions of the resource Activities (crossword; quiz; interactive reflection task; Padlet (feedback wall); text. <ul> <li style="font-weight:400;">HTML</li> </ul> Video/YouTube <ul> <li style="font-weight:400;">MP4</li> </ul> Reports <ul> <li style="font-weight:400;">PDF</li> </ul> Language A language of the resource English Type The nature or genre of the resource Online module Identifier An unambiguous reference to the resource within a given context <a href="https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7">https://liascript.github.io/course/?https://raw.githubusercontent.com/teacheredu-euniwell/oer-diversity-inclusion/main/README.md#7</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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. massive open online course MOOC online resource online training PDFs video