Index on Communities of Practice for Inclusion (iCoPi) - a Reflection Tool for School Teams - 2nd edition

M. Silveira-Maia; C. Neto; M. Sanches-Ferreira; S. Alves; H. Durães; C. Breyer; E. Vandenbussche; H. Boonen; Z. Zacharová; Š.  Ferková; P. Schukoff; S. Unterreiner; E. Teijsen

doi:10.26537/ed.p.porto.245

Index on Communities of Practice for Inclusion (iCoPi) - a Reflection Tool for School Teams - 2nd edition

Authors

M. Silveira-Maia; C. Neto; M. Sanches-Ferreira; S. Alves; H. Durães; C. Breyer; E. Vandenbussche; H. Boonen; Z. Zacharová; Š. Ferková; P. Schukoff; S. Unterreiner; E. Teijsen

DOI: https://doi.org/10.26537/ed.p.porto.245

Keywords:

student’s agency, inclusive education, interprofessional collaboration

Synopsis

This reflection tool for school teams – the iCoPi - was developed as part of the I CO-COPE project, co-funded by the Erasmus+ Programme of the European Union and developed between 2023-2026. The project’s overall goal was to promote sustainable
development of Communities of Practice (CoP) at schools, developing capacity to cope with inclusive education’ challenges through interprofessional collaboration and students’ agency. In that scope of action, a tool that all professionals can use to reflect on their own processes of collaborative work and of prompting students’ agency towards the improvement of inclusion in the school was developed.

References

Booth, T. & Ainscow, M. (2002). Index for Inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE). https://www.eenet.org.uk/resources/docs/Index%20English.pdf

EASNIE - European Agency for Special Needs and Inclusive Education. (2015). Agency position on inclusive education systems. EASNIE. https://www.europeanagency.org/resources/publications/agency-position-inclusive-educationsystems-first-edition

EASNIE - European Agency for Special Needs and Inclusive Education. (2017). Inclusive Early Childhood Education Environment Self-Reflection Tool. (E. Björck-Åkesson, M. Kyriazopoulou, C. Giné and P. Bartolo, eds.). Odense, Denmark. https://www.european-agency.org/resources/publications/inclusive-earlychildhood-education-environment-self-reflection-tool

EASNIE - European Agency for Special Needs and Inclusive Education. (2022). Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion. (A. De Vroey, A. Lecheval and A. Watkins, eds.). Odense, Denmark. https://www.europeanagency. org/resources/publications/TPL4I-profile

Paulsrud, D., & Nilholm, C. (2020). Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541–555. https://doi.org/10.1080/13603116.2020.1846799

Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zlatica, Z., Linda, L., Priska, S., Sabrina, U. & Teijsen, E. (2025). Mapping CoP for Inclusion: a Knowledege Base. Porto: Instituto Politécnico do Porto.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.