World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: EU**-1
COUNTRY: 11 European Countries
Permission
YEAR: 1997-2001
LANGUAGE: English, German
TITLE: The INTEGER Curriculum
AUTHOR/DEVELOPER: Project INTEGER
CONTACTS/AVAILABILITY:
 Prof. Dr. Ewald Feyerer
Padagogische Akademie des Bundes in OO Institut fur Integrative Padagogik
Kaplanhofstrabe 40, A-4020 Linz
Tel: 0043-732-770401-165
Email: FeyererW@pa-linz.ac.at
Project website (English): http://integer.pa-linz.ac.at/integerneuE.htm
Project website (Geman): http://integer.pa-linz.ac.at/integerneu.htm
[Adopted Definition/Focus of Inclusive Education]
Inclusive education means that all educational establishments must be designed to be
accessible to enable every child to be appropriately challenged as a learner with all other
learners. Labels such as handicap or deviant have no place in this educational environment.
Neither has the medical model of education which sought to categorise and segregate into
special schools children and young people. Instead an segregated educational system is
inclusive, promoting the right of every person
- to participate fully in society
- to attend their local school or pre-school establishment with children/young people of
the same age, with their neighbours and friends
- to be supported educationally and therapeutically as appropriate to particular needs in
the local environment.
[About the Project]
INTEGER, an Erasmus Curriculum Development Project, lasted from 1997 till 2001. Led by the
Padagogische Akademie des Bundes in Upper Austria, sixteen universities from 11 European
countries worked together to develop a flexible modular programme for students in Initial
Teacher Education. However, modules are also likely to be helpful to teachers as part of their
continuing professional development.
The INTEGER curriculum include five core modules and 22 optional modules which offer
materials for active, reflective learning. “Orientation/Evaluation” is designed to help students
identify their most appropriate learning path. Further more, INTEGER includes a glossary of
key terms related to inclusion and a corporate workspace for international cooperation and
collaboration.
The INTEGER project is primarily an innovative curriculum for staff development in Inclusive
Education. It has been designed with maximum flexibility to allow different universities to use
the programme in ways which reflect their own circumstances. But the Principles of the
INTEGER programme should be the consistent guide across every university. (Taken from the
brochure)
[Structure of the INTEGER Curriculum]
MODULES (Bold: Core Modules; non-bold: Optional Modules)
A Key ideas in inclusive education
A1 Conditions on human being and social relations
A2 Understanding human development and learning
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
A3 A "new school" for a "new civilisation"
A4 From segregation to inclusion: an overview
B Taking a closer look at people learning
[Subtopics for the Module B]
 The paradigm shift regarding educational diagnostics
 A changed concept of learning
 Principles of a comprehensive educational diagnostics
 Analysis of hindering conditions of learning
 Educational diagnostics as the analysis of the learning process
 Ecosystemic-holistic approach to diagnostics
B1 Perception, thinking, communication and action
B2 Approaches and strategies to take a closer look at learning
B3 Enabling individual learning
B4 Enabling personal autonomy and independence living
C Creating Inclusive Education
[Subtopics for the Module C]
 Introduction – A professional inclusive-relevant conception
 The basic fundamentals of inclusive instruction
 Introduction to inclusive didactics
 The school as inclusive living – and learning environment
 To plan and carry out inclusive instruction
 To evaluate/reflect inclusive instruction
C1 Planning programs for inclusive learning
C2 Progressive education
C3 Creating an ethos of achievement
C4 Supporting learning in inclusive ways
C5 Tasks and activities for inclusive learning
C6 Assessment and Inclusive Education
D Working together
[Subtopics for the Module D]
 School as a “House of Learning”
 To be a teacher is so difficult…
 …to be a student even more
 Home of the students in reflection of time
 Counseling competences of teachers
 Teamwork and co-operation in school and educational instruction
D1 The new professional
D2 Working together: Communication for all
D3 Working together: Teachers and other professionals
D4 Opening the school
E Inclusive schools: inclusive societies
[Subtopics for the Module E]
 Changing language: changing attitudes?
 Inclusion and the law
 Evaluation of different models of inclusion
 From vision to practice
E1 Inclusive education: changing attitudes
E2 Inclusion and the law
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
E3 Evaluating inclusive education
E4 Planning for inclusive schools
MATERIALS
o Descriptions of each module are available online as PDF, except A, A1, A2, A3, and
C1.
o Each description sheet provides:
 A) Cover Sheet (summary of the module and the structure of subtopics), and
 B) Detailed description of each subtopic.
o Detailed description of each subtopic layouts:
 a) aims/objectives,
 b) contents that should be covered,
 c) general description of suggested teaching strategies, and
 d) literature
o Those material sheets do not provide concrete lesson plans or activities, which seems
to be purposeful to increase the flexibility of the curriculum. (*There is a 85-page PDF
document available online that provides ideas to conduct Module E)
ORIENTATION/EVALUATION
 9 Statements of basic skills in the primary process (Each statement is accompanied by a list
of “characteristics” and “requirements”)
o Adaptive education and individual differences
The teacher thinks it is normal that individual pupils have difference possibilities and
needs and he/she tries to attune the educational learning process to these possibilities
and needs.
o Targets
The teacher aims at minimal targets in the way of instrumental skills, as specified by
the school, and supplementary targets, depending upon the pupils’ potential.
o Learning activities
The teacher teaches the instrumental skills by means of programmed and step by step
learning activities
o Development
The teacher knows what the pupils can and cannot do, to which he links the education.
o Instruction
A teacher changes the instruction according to the needs of the pupils.
o Learning time
The teacher changes the effective learning time according to the needs of the pupils.
o Educational learning process
The teacher structures the educational learning process in a effective and efficient way.
o Learning attitudes
The teacher encourages the pupils to have an involved, active and independent
learning attitude.
o Self-confidence
The teacher stimulates the self-confidence and competence experiences of pupils.
o Exploration
The teacher stimulates pupils to explore and examine materials and situations of their
own choice (incidental learning), within a framework fixed by the school.
TARGET:  policy makers  school administrators  preschool teachers  primary ed
teachers  secondary ed teachers  higher ed teachers  sped teachers  pre-service
teachers  related service providers  families  students  community members
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
TOPIC:  introduction/philosophical understanding of inclusive education/getting started 
effective teaching/assessment strategies  challenging behaviors  team work, collaboration
 family/community involvement  networking  developing policy  dealing with change 
HIV/AIDS  advocacy/leadership skills  others
PHASE:  awareness raising/introduction/advocacy phase  on-going support/development
 follow-up/monitoring  others
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