{"id":9427,"date":"2026-03-30T10:34:28","date_gmt":"2026-03-30T08:34:28","guid":{"rendered":"https:\/\/ecio.nl\/praktijkinspiratie\/living-labs-inclusive-education-concrete-in-practice\/"},"modified":"2026-07-22T11:42:05","modified_gmt":"2026-07-22T09:42:05","slug":"living-labs-inclusive-education-concrete-in-practice","status":"publish","type":"praktijkinspiratie","link":"https:\/\/ecio.nl\/en\/praktijkinspiratie\/living-labs-inclusive-education-concrete-in-practice\/","title":{"rendered":"Living labs | Inclusive education concrete in practice"},"content":{"rendered":"\n<div class=\"wp-block-media-text is-stacked-on-mobile\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"768\" src=\"https:\/\/ecio.nl\/wp-content\/uploads\/2026\/03\/proeftuin.jpg\" alt=\"\" class=\"wp-image-8964 size-full\"\/><\/figure><div class=\"wp-block-media-text__content\">\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n<style>.kb-table-of-content-nav.kb-table-of-content-id8913_f8ce0d-49 .kb-table-of-content-wrap{padding-top:var(--global-kb-spacing-sm, 1.5rem);padding-right:var(--global-kb-spacing-sm, 1.5rem);padding-bottom:var(--global-kb-spacing-sm, 1.5rem);padding-left:var(--global-kb-spacing-sm, 1.5rem);}.kb-table-of-content-nav.kb-table-of-content-id8913_f8ce0d-49 .kb-table-of-contents-title-wrap{padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;}.kb-table-of-content-nav.kb-table-of-content-id8913_f8ce0d-49 .kb-table-of-contents-title{font-weight:regular;font-style:normal;}.kb-table-of-content-nav.kb-table-of-content-id8913_f8ce0d-49 .kb-table-of-content-wrap .kb-table-of-content-list{font-weight:regular;font-style:normal;margin-top:var(--global-kb-spacing-sm, 1.5rem);margin-right:0px;margin-bottom:0px;margin-left:0px;}<\/style><\/div><\/div>\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Many educational institutions struggle with the question: how do you actually make education more inclusive? In four living labs we went to work with different educational institutions on exactly this question. Not by coming up with individual adjustments, but by designing from diversity. The result: concrete improvements in teaching materials and collaboration, more flexibility and more trust. And perhaps one of the most important insights is that small, thoughtful design choices often make a big difference.    <\/strong>.<strong> <\/strong><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Experiment 1 | Analyzing &#8211; Avans University of Applied Sciences  <\/strong><\/h2>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-large-font-size wp-block-paragraph\"><em>&#8220;From &#8216;too textual&#8217; to information that lands&#8221;<\/em> <\/p>\n<\/blockquote>\n\n<p class=\"wp-block-paragraph\">Within the Computer Science course (Avans Academy Associate degrees), analysis is an important component. However, evaluations showed that many students got stuck on formulating assertions (part of fact-based analysis). The learning material was strong in terms of content, but for many students it was too voluminous and too textual, resulting in insufficient use or understanding.    <\/p>\n\n<h3 class=\"wp-block-heading\">What did we do?  <\/h3>\n\n<p class=\"wp-block-paragraph\">The team redesigned the learning materials from an inclusive UDL premise, focusing on multiple modes of representation, action and expression, and engagement. Using the design tool <a href=\"https:\/\/innovationlab.nhlstenden.com\/inclics\/my-arrangement\/build\" target=\"_blank\" rel=\"noreferrer noopener\">INclics<\/a>, appropriate building blocks were chosen and developed.   <\/p>\n\n<p class=\"wp-block-paragraph\">The redesign resulted in the entire learning material for Fact-Based Analyzing being web-oriented in three different forms:  <\/p>\n\n<ul class=\"wp-block-list\">\n<li>Textual  <\/li>\n\n\n\n<li>Interactive web-oriented (SCORM)  <\/li>\n\n\n\n<li>Web-oriented as PDF  <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">In addition, flashcards, visual support and digital storytelling (auditory guidance) were added. Check-in and check-out questions were also included, allowing students to monitor their understanding and progress.   <\/p>\n\n<h3 class=\"wp-block-heading\">What did we learn from this?  <\/h3>\n\n<ul class=\"wp-block-list\">\n<li>One format does not work for every brain. Students vary widely in how they process information, and freedom of choice lowers barriers.   <\/li>\n\n\n\n<li>Technology is only valuable if the didactics are right. It is not about more adaptations, but smarter design.   <\/li>\n\n\n\n<li>Doing first and then understanding works. Putting practice first made learning more meaningful.   <\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\"><strong>Living Lab 2 | Collaboration &#8211; Utrecht University of Applied Sciences  <\/strong><\/h2>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-large-font-size wp-block-paragraph\"><em>&#8220;Working together with an eye for neurodiversity&#8221;<\/em> <\/p>\n<\/blockquote>\n\n<p class=\"wp-block-paragraph\">At Utrecht University of Applied Sciences, ICT students in the INNO semester work in multidisciplinary teams on real innovation issues. Scrum provides structure and rhythm, but in practice it also proved: working together can take extra energy for neurodivergent students, especially if communication is mainly verbal, fast and group-oriented.   <\/p>\n\n<h3 class=\"wp-block-heading\">What did we do?  <\/h3>\n\n<p class=\"wp-block-paragraph\">In this living lab, the collaborative design was laid along the UDL guidelines. This explicitly included student and faculty experiences. A pilot survey (MILS) helped to make learning preferences and learning strategies visible, after which teams discussed them with each other.    <\/p>\n\n<p class=\"wp-block-paragraph\">Several initiatives followed from that, such as:  <\/p>\n\n<ul class=\"wp-block-list\">\n<li>A workshop dealing with neurodiversity for employees (including MILS, UDL and INclics);  <\/li>\n\n\n\n<li>The <a href=\"https:\/\/innovationlab.nhlstenden.com\/inclics\/quick-scan\" target=\"_blank\" rel=\"noreferrer noopener\">INclics quick scan<\/a> to evaluate teaching and create a &#8220;product backlog&#8221; of improvement steps;  <\/li>\n\n\n\n<li>Enriching the digital learning environment (not only text, but also images and audio);  <\/li>\n\n\n\n<li>Making team agreements about collaboration and discussing neurodiversity;  <\/li>\n\n\n\n<li>A learning community around UDL.  <\/li>\n<\/ul>\n\n<h3 class=\"wp-block-heading\">What did we learn from this?  <\/h3>\n\n<ul class=\"wp-block-list\">\n<li>Students indicated that it helps tremendously when attention is paid early in the program to how they learn and how they can make agreements about it together.  <\/li>\n\n\n\n<li>It is important to realize that teacher learning preferences and learning strategies also affect instructional design and implementation. Taking more account of different learning strategies is therefore essential.   <\/li>\n\n\n\n<li>Scrum helps, but is not automatically inclusive. Rhythm and structure are fine, but many ceremonies are &#8220;extrovert-biased.&#8221; Deliberate variation, such as written and asynchronous forms of communication, can prevent exclusion.    <\/li>\n<\/ul>\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/publicaties.ecio.nl\/handreiking-neuro-inclusief-onderwijs\/inspiratie-uit-de-praktijk\" target=\"_blank\" rel=\"noreferrer noopener\">Read more about the first two living labs here<\/a><\/div>\n<\/div>\n\n<h2 class=\"wp-block-heading\"><strong>Experiment 3 | Testing professional development &#8211; Viaa University of Applied Sciences  <\/strong><\/h2>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-large-font-size wp-block-paragraph\">&#8220;<em>The current test format misses the mark, how can we do it differently?&#8221;<\/em><\/p>\n<\/blockquote>\n\n<p class=\"wp-block-paragraph\">At Viaa University of Applied Sciences, Professional Personal Development (PPO) is an important part of a program. The PPO had recently been revised once, with positive effects, but there remained room for improvement in testing.   <\/p>\n\n<h3 class=\"wp-block-heading\">What did we do?  <\/h3>\n\n<p class=\"wp-block-paragraph\">During a half-day session, the current testing of PPO was discussed and analyzed. The bottlenecks became clear, after which it was jointly explored how they could be solved. From the outset, this included how the test could be made accessible to the broadest possible group of students. This led, for example, to the idea that students could substantiate their assignment in writing or by means of a presentation. For another component, students have to design an experiential exercise, which is also free to determine its form. This created a lot of space for students to demonstrate their knowledge and skills in a way that suits them. We have also looked critically at what students must demonstrate in the test form and to what extent they are prepared for this (with exercises).        <\/p>\n\n<h3 class=\"wp-block-heading\">What did we learn from this?  <\/h3>\n\n<ul class=\"wp-block-list\">\n<li>An already planned test revision is a good time to also look at the proposed changes from an inclusion perspective. If you are going to revise a test anyway, you can immediately include how it can be designed so that the largest possible group of students can use it, without additional accommodations.   <\/li>\n\n\n\n<li>Once the bottlenecks are well identified, ideas to make education more inclusive often arise naturally. The guidelines of the UDL framework can help.   <\/li>\n\n\n\n<li>Sometimes we require students to perform skills, such as report writing, that have not been adequately practiced in the course or previous curriculum. Therefore, it is important to critically examine the assumptions in a test format and provide additional practice opportunities where appropriate.   <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">The collaborative conversation about the test provided insight into where opportunities lay to make the test form more inclusive.  <\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Living Lab 4 | Developing neuro-inclusive presentation skills &#8211; Tilburg University  <\/strong><\/h2>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-large-font-size wp-block-paragraph\"><em>&#8220;We can continue to learn from students&#8217; experiences.&#8221;<\/em> <\/p>\n<\/blockquote>\n\n<p class=\"wp-block-paragraph\">Within the Bachelor of Philosophy at Tilburg University, steps had already been taken to make the assessment of presentation skills more neuro-inclusive through an educational innovation. On the one hand, the assessment criteria were critically reviewed and the norms behind criteria such as variation in voice use and eye contact with the audience were made explicit. On the other hand, the way in which students are actually given space to practice and develop presentation skills during the course was examined. Based on this, the assessment of presentation skills for the course was thoroughly revised at the time. In the past year, this living lab focused mainly on how to then retrieve information from students in order to further fine-tune the innovation where necessary.      <\/p>\n\n<h3 class=\"wp-block-heading\">What did we do?  <\/h3>\n\n<p class=\"wp-block-paragraph\">We had a number of sessions in which we reflected on how to collect valuable feedback from students. First we wrote down the adjustments that were made, then we made a plan on how to collect feedback and finally we discussed the opportunities and possibilities that emerged from the feedback for further development of the course. This led to a portfolio assignment that incorporated even more flexibility.    <\/p>\n\n<h3 class=\"wp-block-heading\">What did we learn from this?  <\/h3>\n\n<ul class=\"wp-block-list\">\n<li>In the interim, ask students how they experience the course, what they find interesting, what they want to learn more about and what they need. This allows for adjustments during the semester and increases student involvement in their own learning.   <\/li>\n\n\n\n<li>Actively involve students in the development of a pilot or innovation. For this innovation, for example, faculty are working with a sounding board group made up of (mostly) neurodivergent students.   <\/li>\n\n\n\n<li>Especially students who have dropped out or failed the course can provide valuable insights into where the course pinches. Student advisors and student deans can play an important role here. It is important that instructors respond to the signals students give.    <\/li>\n<\/ul>\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/ecio.nl\/mbo-proeftuinen-digitale-fysieke-toegankelijkheid-2026-27\/\">Read more about how to participate in the Digital and Physical Accessibility Living Labs here (deadline April 30, 2026)<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Many educational institutions struggle with the question: how do you actually make education more inclusive? In four living labs we went to work with different educational institutions on exactly this question. Not by coming up with individual adjustments, but by designing from diversity. The result: concrete improvements in teaching materials and collaboration, more flexibility and&#8230;<\/p>\n","protected":false},"featured_media":4006,"template":"","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","wds_primary_filter_domein":0,"wds_primary_filter_ondersteuningsbehoefte":0,"wds_primary_filter_sector":0,"wds_primary_filter_uitgave":0,"footnotes":""},"filter_domein":[149,98,147],"filter_ondersteuningsbehoefte":[],"filter_sector":[],"filter_uitgave":[],"class_list":["post-9427","praktijkinspiratie","type-praktijkinspiratie","status-publish","has-post-thumbnail","hentry","filter_domein-curriculum-assessment","filter_domein-expertise-of-teaching-staff","filter_domein-un-convention-in-curriculum"],"acf":[],"taxonomy_info":{"filter_domein":[{"value":149,"label":"Curriculum &amp; assessment"},{"value":98,"label":"Expertise of teaching staff"},{"value":147,"label":"UN Convention in curriculum"}]},"featured_image_src_large":["https:\/\/ecio.nl\/wp-content\/uploads\/2025\/09\/inspiratie-1.jpg",1900,501,false],"author_info":[],"comment_info":"","_links":{"self":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/praktijkinspiratie\/9427","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/praktijkinspiratie"}],"about":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/types\/praktijkinspiratie"}],"version-history":[{"count":1,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/praktijkinspiratie\/9427\/revisions"}],"predecessor-version":[{"id":9428,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/praktijkinspiratie\/9427\/revisions\/9428"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/media\/4006"}],"wp:attachment":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/media?parent=9427"}],"wp:term":[{"taxonomy":"filter_domein","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_domein?post=9427"},{"taxonomy":"filter_ondersteuningsbehoefte","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_ondersteuningsbehoefte?post=9427"},{"taxonomy":"filter_sector","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_sector?post=9427"},{"taxonomy":"filter_uitgave","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_uitgave?post=9427"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}