Keywords: Bulgaria, inclusive schools, mainstreaming, support for schools
One School for All
|Name of Organisation||Centre for Inclusive Education|
|Type of organisation||NGO|
|Funding model||Funding to date has been through grants. The programme costs schools €5,200 for a year, plus overhead and coordination costs of €1,300.|
The ‘One School For All’ programme works with schools at all levels – culture, policies, practices – and with all stakeholders, including consultation with students with disabilities, and is the first whole school approach to inclusive education in Bulgaria. The programme leads to an improvement in teachers’ understanding of inclusive education, teacher and parent attitudes to inclusive education and teachers’ understanding of their responsibility for inclusive education. Teachers report being more confident in communicating with parents and students have better experiences in school. The practice has grown from 5 schools in 2014/15 to 12 schools in 2018/19. Thanks to the partnership with the schools in the programme in Bulgaria, the Centre for Inclusive Education (CIE) was actively involved in the consultations for inclusive education with the national parliament and the Ministry of Education in developing a new law on education.
THEORY OF CHANGE
We asked projects to outline their impact model (also called Theory of Change) – their main target groups, the key activities they offer these target groups, and what impact they want to achieve:
|Teachers||Trainings, mentorship||After one year of work, improvement in teachers’ understanding of inclusive education (IE):|
+34% considering that IE is for all students
+18% IE is for the teachers
+24% IE is for the parents)
Improvement in teachers’ attitudes to IE:
|Parents||Teachers conduct activities to improve the relationship with parents and their participation in school||Improved parents’ support to diversity in school (12%) (3 years after the work starts). Improved parent’s involvement in the school (differs by school).|
|Students||Teachers attitudes toward students; teachers teaching practices.||Improved students’perception to the school: 14%; Improved students perception about the teachers support to them: 10%; Improved students perception of|
their participation in the school: 18%; Improved students acceptance for diversity: 26% (3 years after the work starts). Improved learning for students with learning difficulties (after the first year of work).