Stessie é um instrumento online de autorreflexão desenvolvido para apoiar as escolas a refletirem sobre, avaliarem e melhorarem as suas práticas escolares inclusivas. Esta ferramenta foi criada por uma equipa multidisciplinar de especialistas de diferentes países e áreas da educação (inspetores, líderes escolares, professores, assessores, investigadores, etc.). É o resultado de dois programas Erasmus+ (BIBESOIN 2018–2021 e STESSIE 2022–2025).
Stessie integra as perspetivas partilhadas por educadores, pais e alunos de uma determinada escola para fornecer uma visão abrangente sobre a liderança inclusiva, o clima escolar e as práticas de sala de aula dessa escola.
Instrumento de (auto)reflexão Stessie apoia ainda as escolas na formulação e coordenação de ações para criar um ambiente escolar mais inclusivo. Ajuda as escolas a tomarem decisões informadas sobre as orientações estratégicas para o futuro.
social inclusion
Stessie, uma ferramenta personalizável e de fácil utilização, permite às escolas refletir e evoluir no sentido de práticas mais inclusivas.
STESSIE pode ser utilizado várias vezes ao longo dos anos para avaliar o progresso rumo a um futuro mais inclusivo.
Ga direct aan de slag
STESSIE entende a inclusão como uma abordagem que envolve toda a escola e uma responsabilidade coletiva.
Sobre?
Para promover e fortalecer a inclusão social na educação
Porquê?
STESSIE integra informações das perspetivas do pessoal educativo, dos pais e dos alunos da mesma escola (para criar uma visão sobre a liderança inclusiva da escola, a cultura escolar e o clima da sala de aula).
Como funciona?
STESSIE faz parte de um processo que apoia as escolas na formulação e coordenação de ações para criar um ambiente mais inclusivo
Trabalhar com resultados
Tessie stands out in the crowd
customisable
Aprovado pelo RGPD
Concebido por especialistas
que outras escolas dizem
Zorica Djokovic
Principal of "Wood-art"
Secondary School in Serbia
Our school took part in the piloting of the instrument. The questionnaires were completed by teachers, the support staff, parents, students, and me, as the school principal. The questionnaires are extensive, yet comprehensive. They clearly highlight the complexity of inclusion and all its aspects within the school environment. The school plans to use the instrument in the next self-evaluation.
Desislava Ognyanova
Principal of 128 Secondary School "Albert Einstein" - Sofia, Bulgaria
128 Secondary School "Albert Einstein" took part in the pilot implementation of the STESSIE tool. The use of the application, supported by well-structured questionnaires, motivated both teachers and parents to work toward our common goal – the inclusion and integration of every single student.
Denis Hadzhieva
Primary Education Teacher at the 8th Secondary School “Vasil Levski” - Sofia, Bulgaria
Participation in the STESSIE project provided a valuable opportunity to critically reflect on the processes of educational inclusion and contributed significantly to the development of a more inclusive and supportive school environment. The results obtained from the questionnaires enabled the identification of both strengths and areas requiring improvement within the school’s practices. Moreover, the study facilitated enhanced communication within the school community and stimulated thoughtful reflection and dialogue on inclusion-related issues. The school leadership intends to utilise the collected data to further develop and refine inclusive strategies, as well as to inform the adaptation of school policies.
Milena Anachkova
Principal of the 8th Secondary School “Vasil Levski” - Sofia, Bulgaria
The school’s leadership recognises the STESSIE questionnaires as an effective tool for monitoring progress and evaluating the impact of the measures undertaken. A total of 371 participants took part in the survey, expressing their satisfaction, attitudes, and willingness to engage in new educational initiatives. The repeated use of the STESSIE questionnaires is planned in order to ensure continuity in data collection and to support evidence-based decision-making in the development of inclusive school policies.
Cindy Van der Snickt
Principal of the School “De Wonderboom" - Belgium
Director Cindy Van der Snickt from De Wonderboom Children’s centre shares how her school in Flanders has developed its own distinctive approach. The centre supports children from birth to age 12 and has been actively strengthening its inclusive practices for several years. To reflect on their progress, the team used the STESSIE tool, which they hope will remain a valuable resource as they continue building an inclusive environment.
