Based on the understanding, that students’ learning is not only influenced by the characteristics of the learner but also, and especially, by the characteristics of their environment, as well as the relationships and interactions between them, Urie Bronfenbrenner (1976) developed a framework known as the Ecological Systems Theory or the Ecological Systems Model. This framework provides a valuable resource for gaining a holistic overview of the complex networks within the environment that influence each learner (Anderson et al., 2014).
The Ecosystemic Model of Inclusive Education is mainly based on Bronfenbrenner’s Ecological Systems Theory and views inclusive education as an interaction between multiple influencing factors at different levels. It emphasises that inclusion is a systemic process that goes beyond individual students (individual level) and affects the entire school as well as its surrounding environment. Accordingly, inclusion is not only shaped at the school level but is also influenced by social, cultural and political frameworks. Thus, this model highlights that inclusive education is shaped by the interaction of these levels, and systemic changes are necessary to achieve true inclusion (European Agency for Special Needs and Inclusive Education, 2019).
The key levels of the model include (European Agency for Special Needs and Inclusive Education, 2019, pp. 52-54):
-
Individual Level
The Individual Level involves classroom practices that directly affects the learner’s development and outcome:
Adapt curriculum and assessment for authentic learning: Modify teaching materials and evaluation methods to ensure they reflect real-world applications and meaningful learning experiences.
Develop inclusive pedagogy: Create teaching strategies that increase the capacities of all learners considering their individual needs and ensure all learners have opportunities for social interactions with their peers.
Make learning a personalised process: Engage students in tailored learning experiences that cater to their unique interests and needs.
Provide multiple ways to receive, process, and respond to information: Offer various methods for students to access, understand, and express their learning.
Listen to learners' voices in matters that concern them: Consider and incorporate students' opinions and feedback in their educational journey.
Create platforms for democratic discussions: Establish spaces where students can participate in open and respectful dialogues about their learning and school environment.
-
School Level
The School Level focuses on the traditions, culture, ethos, values, ideology, patterns of authority and collaboration within the school:
Build professional learning communities
Engage with parents and the local community
Sustain a welcoming, supportive school culture with trusting relationships between all stakeholders
Allocate resources providing a continuum of support for all learners and teachers
Recognise the importance of contextual analysis and the need to engage in self-review and use qualitative and quantitative data (including information and feedback from all key stakeholders for on-going improvement).
-
Community level
The Community Level represents the community context:
Build relationships with others beyond the school – for example with families, employers, support agencies, other schools, colleges and universities in the community
Work jointly (e.g. with the health and social sectors) for using resources efficiently and bringing in a more coherent approach
Leverage human and financial resources within and beyond the school
-
National/Regional level
Legislation that takes a human rights-based approach and drives policies that provide
access to a local school for all learners,
teacher education for inclusive education and diversity,
governance and funding that support inclusion and equity,
curriculum and assessment framework with flexibility and quality
assurance and accountability systems that support inclusive practice
Thus, the Ecosystemic Model of Inclusive Education provides a holistic framework for understanding how various interconnected systems influence inclusive practices in school. A key strength of the model is its ability to identify both barriers and resources that affect students’ participation and learning – not only on an individual level, but also within schools, families, communities and broader societal structures. This identification process is essential for inclusive school development, as it helps schools implement targeted strategies for creating more inclusive environments. Additionally, the model highlights the importance of collaborating among all stakeholders - including teachers, families, students, specialists and policymakers – recognising that successful inclusion depends on joint systemic efforts across all levels.
Reference: European Agency for Special Needs and Inclusive Education, 2019, p. 52
-
Watch the following video to find out more about theories and models of inclusive education.
References
Anderson, J., Boyle, C., & Deppeler, J. (2014). The Ecology of Inclusive Education. In H. Zhang, P. Chan, & C. Boyle (Eds.), Equality in Education. SensePublishers. https://doi.org/10.1007/978-94-6209-692-9_3
European Agency for Special Needs and Inclusive Education. (2019). Inclusive School Leadership: Exploring Policies Across Europe. https://www.european-agency.org/resources/publications/inclusive-school-leadership-synthesis
Downloads (optional)
If you are interested in diving deeper into the topic of inclusive education, we recommend the following resources:
Anderson, J., Boyle, C., & Deppeler, J. (2014): The Ecology of Inclusive Education
Ainscow, M. (2005): Developing inclusive education systems: What are the levers for change?
