Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason, it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: 1. From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; 2. From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program • Systematical teaching of the social-emotional and prosocial competences • Integration of the social-emotional and prosocial competences in others subjects • Create a positive climate in class • Engaging the families
Mar Badia Martin PhD was born in Manresa (Barcelona) and currently works as a Lecturer at the Autonomous University of Barcelona in the Psychology Faculty. Before working in academia, she was a teacher in schools in different cycles (nursery, primary and secondary). She has also worked as a psychologist in a child care home and in an office of psychologists organising and giving courses employment. She has been involved in several research projects of a competitive nature, subsidised by the Ministry of Education and Spanish Science, and the European Union and the Generalitat of Catalonia. She has received scholarships and grants for their stays abroad at Oxford University, Edinburgh University, Glasgow University, Aberdeen University, Oporto University, Cantabria University. She has also been interested in the quality of teaching, reaching create Psycho-pedagogical Care Unit of the UAB, coordinating it. She has participated in the GI-IDES group (interest group unit of educational innovation in higher education, working from “wikis” (virtual portfolio of cooperative work). She has published in national and international journals and participated in international congresses. All this is reflected in the various publications and presentation of papers (Symposium, Communications and Posters), in national and international conferences and the publication of several articles, many of which are contained in databases internationally recognized as: SCI, SSCI and Scopus; and others in national databases (DICE, In-Recs, Latindex, etc). Currently, she is involved in the European project: ERASMUS + – Strategic Partnership for schools: 2014-1-IT02-KA201-003578, Project Title: Evidence Based Education European Strategic Model for School Inclusion (EBE-EUSMOSI).