A conceptual model that reflects the degree of maturity of the environment (organization, collective, educational or therapeutic space) in relation to the acceptance of diversity and the implementation of the principles of inclusion. Each level assumes certain attitudes, norms of interaction and organizational practices:
1) Tolerant level
– At this level, the existence of differences between participants is recognized, but at the same time the dominant (normative) structure is preserved, within which “others” are allowed to participate.
“The difference is perceived as a deviation from the norm that requires adaptation.
“Support is provided selectively and mainly targeted.
– Inclusion is perceived as an obligation or admission, not as a value.
2) Integrative level
– the environment begins to be actively rebuilt in order to create equal opportunities for all participants.
– The needs of different groups are taken into account at the level of organization, infrastructure, communication.
“The principles of universal design, flexible formats and adaptive approaches are used.
– Inclusion is part of strategies, procedures, and educational programs.
3) Cross-fertilization –
Diversity is recognized as a source of growth, development and innovation. Each participant is perceived as a value resource, not as an object of support.
– Interaction becomes mutually inclusive: everyone teaches and learns.
“Differences are not just tolerated or integrated, they redefine the norms and rules of the environment.
– A culture of partnership, interpersonal trust and psychological safety is created.
The term was proposed by the international Extrability movement (see Extrability Movement in Chapter 5: Famous Scientists, Their Scientific Schools and Organizations in Psychological Science).