Abstract:

Inclusive education is increasingly becoming the norm across Europe, requiring a fundamental shift in mindset from public educational institutions. In recent decades, pedagogy has placed significant emphasis on differentiated (adaptive) teaching methodologies to optimize the development of children with diverse educational needs. However, the acceptance of family diversity has received less attention, and the approaches and methodologies necessary for strengthening parental competence have yet to become a conscious part of professional culture. However, the key to successful inclusive education lies not only in differentiated instruction but also in the ability of special education teachers to act as professional consultants, supporting students, parents, and mainstream educators in optimally resolving problem situations that arise during integration. This presentation is based on the theoretical and empirical foundations of the Erasmus+ DITTE project (Developing Innovative Teacher Training Methods for Inclusion and Equal Access in Education).

It presents findings from a study in which practicing teachers (N=102) were surveyed about the types of problems that emerge during inclusive education, depending on who seeks advice: parents, mainstream educators, or students with special educational needs.

Data collection was conducted using online questionnaires and interviews. The main findings of the research indicate that the most common issues are learning and behavioral difficulties, deficiencies in study methods, a lack of proper routine, and insufficient motivation.

The data showed that during their initial training, teachers received the least preparation on specific counseling tasks and methods to prevent burnout. Additionally, the fragmentation of professional networks is indicated by the fact that while collaboration with colleagues is strong, communication with partner institutions is minimal, which complicates the development of a common language.

The curriculum developed within the DITTE project addresses these emerging issues.
The goal of the development is to equip teachers with a toolkit that enables them to build spaces of trust with the main actors in education and create a mutually supportive system. Within the framework of international cooperation, project experts have developed an educational curriculum for teacher training titled: "Supporting Inclusive Education Through Individual Pedagogical Counseling." In addition to a theoretical literature review, the curriculum package includes student workbooks, a teacher's manual, instructional support videos, and online applications. The practical piloting was conducted with the participation of teacher trainees from three countries, and we will report on its outcomes at the conference.

On the project website, the developed educational materials will be available in five languages: English, Hungarian, Slovak, Greek, and Romanian. The results confirm that combining specialized therapeutic pedagogical knowledge with counseling competencies is essential for the operation of a modern, inclusive school.

Keywords:

Pedagogical counselling, inclusive education, parental competencies, DITTE project.