One School for All

One School for All is our most encompassing and wide-reaching cause, our raison d’etre. Our ultimate goal is comprehensive introduction and application of the principles of inclusive education.

Inclusive education is a process of changing the school environment based on respect and acceptance of other people. It implies wise management of school processes in a way which makes children feel supported to develop their capacity and to overcome hardships; which makes teachers feel encouraged and confident that they are able to cope with the growing challenges, while parents are able to assume their responsibility and role in partnership with schools.   
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In every school there are children who need additional support, for a shorter or longer period of time, or permanently, in order to learn effectively. To us, inclusion in education means opportunities for schools to provide quality education to children, irrespective of their educational needs, ethnicity, social-economic status or limitations of the environment they are raised in. Therefore the Centre for Inclusive Education works in partnership with mainstream schools under the One School for All Programme by supporting them in the process of building inclusive school environment.

One School for All Model  -  school process organisation for building inclusive school environment

Despite the increasing number of inclusive teachers, only few schools are truly aware of inclusive education principles and integrate them in a targeted manner into their own policies and practice. The Centre for Inclusive Education developed a model of creating inclusive school environment in the Bulgarian context, in partnership with five schools.
The model functions in four key school development areas: school management, teaching practice, partnership with parents and child protection. The model is an innovative tool to introduce changes in the environment, which are manifested by increased satisfaction of adults working in it and improved learning and social performance of children.

 

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Inclusive Education Debate - Intensity and Quality Survey 2014 - July 2017

We initiated this study in order to trace the quality and intensity of debates on inclusive education in the past three and a half years, a period that started with public consultation on the new Pre-School and School Education Act in 2014 up until the time when this topic was the centrepiece of public education discussions in 2017.