Schools / Summer School 2028

YEAR 2 · 2027/2028 · SUMMER SCHOOL

Learning Without Barriers

Inclusive Education and Equal Opportunities

Design accessible assessment and support arrangements that preserve learning standards while removing avoidable barriers to participation in Polish higher education.

FINAL SYLLABUS · ACADEMIC YEAR 2027/2028

Your programme and reading guide

The final annual syllabus covers both the winter and summer schools. This school is on pages 10–17. The PDF includes the full learning-outcome tables, teaching responsibilities, assessment and reading lists.

Download Year 2 syllabus (PDF) Open this school in the PDF →

Languages and learning activities

Languages: English and Polish.

Learning activities: lectures, practical classes and student projects. Students explore the school’s themes through guided discussion, case analysis and collaborative project work.

Teaching hours: 20 lecture hours and 40 hours of supervised practical work, including project activities, as set out in the final syllabus.

2 weeks14 calendar days

60 hourscontact teaching

10 days6 contact hours per day

30planned participant places

Registration not yet open. Exact dates, daily times and venue or access arrangements will be announced before enrolment. Planned host: VIZJA University, Warsaw.

Programme Teachers Learning outcomes Preparation & materials Assessment Participation Registration Reading & resources

What you will explore

Inclusive Education and Equal Opportunities

The question we will explore: How can learning and assessment become more accessible while preserving academic standards?

Core topics

Inclusive learning and assessment — Essential learning outcomes; access barriers; alternative formats; transparent rubrics and equivalent standards.
Rights and institutional responsibilities — EU rights and inclusion frameworks; scope; privacy; consultation, implementation and review responsibilities.
Accessible communication and learner perspectives — Clear instructions; language and cultural inclusion; respectful consultation and feedback.
Implementation policy and stakeholder dialogue — Stakeholder session; feasibility; implementation plans; indicators and institutional review.

FLAGSHIP POLAND CASE

Reasonable Accommodation Lab — Fair Assessment in Practice

Work through a teaching simulation, compare stakeholder perspectives and develop an evidence-based response. Identify relevant EU values, check the scope of Charter rights and connect your decision to the EU governance context.

The school combines 20 lecture hours with 40 hours of seminars and supervised practical work. Each teaching day includes two lecture hours and four practical hours. Breaks and independent study are excluded from contact hours.

Week 1

EU values and educational inclusion. Diagnostic activity; analyse the accommodation request and staff concerns.
Equal opportunities and policy frameworks. Map responsibilities and distinguish policy aims from applicable obligations.
Learning outcomes and academic standards. Identify essential outcomes and separate them from avoidable format barriers.
Barriers and learner consultation. Audit instructions and materials; practise a respectful consultation.
Accessible assessment design. Generate alternative formats and compare their validity and feasibility.

Week 2

Rubrics and equivalent standards. Draft criteria and test equivalent evidence of achievement across formats.
Stakeholder perspectives. Structured dialogue with a disability, student-support or civil-society practitioner.
Implementation and privacy. Design responsibilities, consultation records and a review pathway.
Prototype testing and revision. Peer-test accessible tasks and revise the package using feedback.
Evaluation and transfer. Defend the assessment design; post-test and structured learning feedback.

This is the teaching sequence, not a dated timetable. Confirmed dates, session times and rooms will appear on the Schedule page.

Your teaching team

All four teachers deliver the school jointly. The blocks below show their thematic responsibilities; integration workshops and final assessment are shared.

Dr. Habil. Olena Pimenova

School of Business
VIZJA University

Block 1 · Inclusive learning and assessment

Essential learning outcomes; access barriers; alternative formats; transparent rubrics and equivalent standards.

Dr. Dawid Stadniczeńko

School of Social Sciences
VIZJA University

Block 2 · Rights and institutional responsibilities

EU rights and inclusion frameworks; scope; privacy; consultation, implementation and review responsibilities.

Prof. Dr. Habil. Yan Kapranov

School of Humanities and Fine Arts
VIZJA University

Block 3 · Accessible communication and learner perspectives

Clear instructions; language and cultural inclusion; respectful consultation and feedback.

Dr. Serhat Demir

School of Social Sciences
VIZJA University

Block 4 · Implementation policy and stakeholder dialogue

Stakeholder session; feasibility; implementation plans; indicators and institutional review.

Meet the Project Team →

What you will be able to do

The school develops knowledge, practical skills and social competence through an inclusive assessment design case. The overview below groups the learning outcomes in the final syllabus; the complete K1–K10, S1–S10 and SC1–SC10 tables and verification methods appear on pages 10–12 of the PDF.

Knowledge

Understand access and academic standards

Explain inclusive education and equal opportunity as policy objectives, and identify relevant EU values and rights within the scope of applicable instruments.
Distinguish essential learning outcomes from assessment format requirements, and explain barriers in instructions, timing, materials and communication.
Describe reasonable accommodation and equivalent academic standards, and explain the role of learner consultation.
Describe transparent assessment criteria and rubrics; distinguish personal support information from information needed for assessment.
Identify institutional roles in consultation, implementation and review, and explain indicators of access, participation and assessment fairness.

Skills

Design accessible assessment

Locate and interpret inclusion-policy sources, and audit a supplied assessment for avoidable barriers.
Map essential learning outcomes to suitable assessment evidence, and conduct a simulated learner consultation without relying on stereotypes.
Compare alternative assessment formats for validity and accessibility; design justified support measures that preserve academic standards.
Create an outcome-to-criteria matrix and marking rubric, and draft a consultation, implementation and review workflow.
Design an accessibility checklist and three monitoring indicators; explain and defend the proposed assessment package.

Social competence

Work responsibly with others

Collaborate in an interdisciplinary team, document individual contributions and listen respectfully to different perspectives.
Justify a position with evidence, remain open to disagreement and recognise when specialist input is needed.
Handle sensitive information responsibly, represent affected groups fairly and avoid unsupported generalisations.
Address barriers to participation, give constructive peer feedback and revise work in response to valid criticism.
Credit sources and contributors, respect publication permissions and identify a feasible next step for applying your learning.

Open the final syllabus and full learning outcomes →

Your preparation guide

Use this guide to navigate the existing syllabus and reading list. It does not add assignments or compulsory reading beyond the approved programme.

1. Start with the foundations

Begin with R1: Article 2 TEU, R2: the Charter and R3: common values and inclusive education. Use the assigned sections to frame questions of educational access and participation.

2. Connect the sources to the case

Consult R4: the disability-rights strategy and R8: the disability-rights convention alongside R5: inclusion and equity and R6: the global inclusion report. Use R7: the Universal Design for Learning Guidelines to explore engagement, representation, and action and expression.

3. Build and review your assessed work

Identify the essential learning outcomes before changing an assessment format. Use the assignment and assessment criteria to review the redesigned task, outcome-to-criteria matrix, rubric, rationale, consultation workflow, accessibility checklist and three indicators. Ground the individual explanation in one accommodation decision and its limitations.

Materials available now: the final syllabus and the linked reading list below. Visit HUBonEU for project resources; this page does not yet provide a separate school workbook or downloadable case pack.

Your practical output and assessment

A team inclusive assessment package: a redesigned task, outcome-to-criteria matrix, marking rubric and 1,200–1,500-word rationale. Add a consultation and implementation workflow, an accessibility checklist and three monitoring indicators. Demonstrate how the same essential learning outcomes can be assessed through an accessible format. Each student submits an individual 500–700-word explanation of one accommodation decision and its limitations.

40%individual post-test

40%practical portfolio and oral defence

20%individual written analysis or reflection

The opening pre-test is diagnostic. Participant feedback helps improve teaching and is separate from the assessment of achievement.

Completion requirements in the current syllabus: at least 60/100 overall, at least 50/100 in each component, all required outputs submitted, and participation in at least 48 of the 60 contact hours. Missed assessed activities require an equivalent supervised task. One resubmission is available for a failed component after feedback. University-wide rules take precedence.

Plan for approximately 60 additional hours of independent study, including preparation, reading and written work. ECTS recognition is subject to a separate university decision.

How the practical work is assessed

These criteria apply within the practical assessment; they are separate from the overall 40% / 40% / 20% component weights above.

Practical assessment criteria from the final syllabus
Criterion	Weight
EU reasoning	25%
Evidence and sources	20%
Analysis of options	20%
Feasibility, inclusion and accessibility	20%
Clear presentation, cooperation and individual defence	15%

Plan your independent study · 60 hours

Preparation for classes — 20 hours.
Mandatory reading — 10 hours.
Individual written work outside class — 10 hours.
Other primary-source and case materials — 10 hours.
Revision for the final assessment — 10 hours.

These are the syllabus estimates for this school. Together with 60 contact hours, they amount to 120 hours of planned learning. Breaks are excluded from contact time; ECTS recognition requires a separate university decision.

Reading & online resources

The lists below reproduce the reading assigned to this school in the final syllabus. Read the indicated sections of the required texts within the allocated preparation and reading hours. Recommended reading supports deeper analysis; additional resources are optional. Some journal articles may require university-library access.

Required reading · 8 sources

Core texts for preparation, class discussion and assessment.

R1 European Union. (2016). Consolidated version of the Treaty on European Union. Article 2. Read source ↗
Read: Article 2 and the values used in the school case.
R2 European Union. (2016). Charter of Fundamental Rights of the European Union. Selected rights and Articles 51–52. Read source ↗
Read: Relevant rights and Articles 51–52 on scope and interpretation.
R3 Council of the European Union. (2018). Recommendation on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01). Read source ↗
Read: Recommendations on common values, inclusive education and the European dimension of teaching.
R4 European Commission. (2021). Union of Equality: Strategy for the Rights of Persons with Disabilities 2021 –2030 (COM(2021) 101 final). Read source ↗
Read: Education, accessibility and equal participation priorities.
R5 UNESCO. (2017). A guide for ensuring inclusion and equity in education. Read source ↗
Read: Conceptual framework and the review of inclusion in policy and practice.
R6 UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education — All means all. Read source ↗
Read: Overview and recommendations on barriers to inclusion.
R7 CAST. (2024). Universal Design for Learning Guidelines version 3.0. Read source ↗
Read: Engagement, representation, and action and expression guidelines.
R8 United Nations. (2006). Convention on the Rights of Persons with Disabilities. Read source ↗
Read: Articles 2, 5, 9 and 24 on accommodation, equality, accessibility and education.

Who can take part

Applications are welcome from VIZJA University students in any year of study in the following schools:

School of Business
School of Social Sciences
School of Humanities and Fine Arts

No specialist knowledge of the European Union is required. The school welcomes students interested in inclusive education, equal opportunities and accessible assessment; core concepts are introduced during the opening sessions.

Participation commitments

Be ready to participate in practical classes, discussions, teamwork and a student project, and complete the individual assignments.
Plan to attend at least 48 of the 60 contact hours (80%), in line with the syllabus attendance requirement.
Allow time for preparation, reading and assessment, use sources responsibly and communicate respectfully with others.

Attendance is one of the requirements for completing the school. The full assessment and completion requirements are explained in the assessment section.

The project plan provides for 30 participant places. For questions about access or participation support, please contact the project team.

How registration will work

Registration is not yet open

The application form, deadline and practical arrangements will be published here when the call opens. No applications are being collected through this page yet.

Check the call. Review the school’s timetable, participation commitments and practical arrangements once announced.
Complete the official application form. Include a short answer of 2–3 sentences to the question: “Why would you like to participate in this school?”
Places are allocated in application order. Eligible applicants with complete applications will be offered places in the order their applications are received, up to the available capacity. Further eligible applicants will be placed on a reserve list in the same order. The short motivation statement introduces your interests and is not used to rank applicants.
Wait for confirmation. Submitting an application does not itself confirm a place. The project team will notify applicants about their place or reserve-list status.
Prepare for the school. Read the syllabus and check the preparation materials and access arrangements provided by the organisers.

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EUVIA4PL · Erasmus+ Jean Monnet Module · VIZJA University
Grant Agreement No. 101321623 · Funded by the European Union.