Additional tools

The three block model of Universal Design for Learning, developed by Jennifer Katz, provides teachers with a step by step way to plan inclusive curricular units. This package includes evidence based ideas for teachers on how to develop a positive and inclusive classroom climate, and enhance students' and teacher's well-being.

There are plenty of resources that teachers and educators can use to address topics like how to promote inclusion and tolerance issues with your students.
For instance, you can start by exploring COMPASS, the manual for human rights education, including learning activities. It includes topics such as citizenship and participation, discrimination and intolerance, migration, and religion and belief.

The opportunities of children are not only defined by the classroom context, but also by their context at home. IQ110 is a game which - in a fun but at the same time serious way - raises awareness of the impact of home contexts and stimulates a discussion on what school teams can do to deal with and possibly compensate for limited opportunities at home.
The game can be ordered through www.IQ110.nl. A somewhat shortened open access version is available for download.

Within inclusive classroom communities, students experience a feeling of recognition and belonging. Two tools are available for identifying the level of recognition and belonging that students at your school experience.

Within inclusive school communities, leadership is not restricted to formal leaders, but shared with all actors within the school. 

The Shared- Equity Toolbox supports leaders to develop a critical consciousness towards values and practices that are necessary to effectively practice shared equity leadership.

Within inclusive school communities, decision making is an open and inclusive process where the voice of every team member is valued. A powerful tool for this is 'Deep Democracy, developed by Lewis.

This tool gives guidelines on how to support Deep Democracy in your school.

The profile of Inclusive Teachers was developed as a guide for the design and implementation of initial teacher education programmes for all teachers. The intention is that the Profile should be considered as stimulus material for identifying relevant content, planning methods and specifying desired learning outcomes for teacher education and not a script. The objectives of the profle are to identify a framework of core values and areas of competence and highlight the essential core values and areas of competence necessary for preparing teachers to work in inclusive education considering all forms of diversity.

Within inclusive school communities, parents and other carers experience a feeling of recognition and belonging. Two tools are available for identifying the level of recognition and belonging that parents and carers  experience at your school.

Parent’r’us main aim is to support teachers in increasing parents engagement in children's academic achievement and well-being at school by extending their competences throughout an innovative mentoring model integrated in a holistic approach. On the webpage you can find different tools to asses and to mentor teachers invoving the parents.

The Voices into Action Toolkit aims to support diverse stakeholders across all levels of education systems to become agents of change in their schools, communities, regions and countries. It aims to strengthen meaningful participation of learners and families in educational decision-making by taking into account their values, beliefs, views and perspectives.
Key concepts of the toolbox are Space, Voice, Audience and Influence.