Taking next steps

Preparing involves examining data and resources currently available, gathering additional data if needed, and collectively forming a plan to move forward with the change.

1. Where are we and where do we want to be?

An important step is to discuss the present situation through an analytical tool that helps answering the following question:

• What is our starting point?
• Where are we already succesful?
• Where do we want to improve?
• What is a realistic next step?
• What supportive tools can we use?

2. How can it look like?

As an integral part of your plan, different vignettes from the section “Inspiring examples” could be included in the change process to illustrate how different aspects of inclusiveness look like in practice.

3. Shaping the process

Changing school cultures is an iterative process. This require attention to the folloing elements:

• It is important to formulate explicitly clear short and long term goals that are revisited regularly.
• The process is derived / co-created through shared leadership, giving agency and voice to all community members.
• Finally, when designing a change process toward inclusive education in your school, it is essential to distinguish between first- and second-order change.
  

  First-order change refers to incremental adjustment to existing structures and practices such as modifying teaching practices or learning resources to accommodate and reflect the diversity of learners. 
  In contrast, second-order change refers to a fundamental shift in beliefs, values, and underlying assumptions about education at the institutional, organizational, and pedagogical level.
  Recognizing this distinction while designing your change process make certain that change efforts not only focus on surface-level adaptations but also challenge deeper systemic barriers to inclusion.
  Read more on first- and second-order change