The partners of this project are two schools of Secondary Education located in Romania and Turkey which have not previous experience on working with special needs students; and one school of Special Education located in Spain that have previous experience on working with mainstream schools nearby and European ones. The students involved in the project are: Romania, 20 students 15-17 years old at 9th - 10th grade; Turkey, 20 students 16-17 years old at 10th -11th grades; Spain, 20 students 16-20 years old , 10 study Secondary Education and 10 Vocational Training. All the Spanish pupils have intellectual disability. The teachers involved in the project have observed that our young students need to be supported due to their lack of opportunities for international interaction and also need to learn to take care of themselves and be responsible for their conduct on the way to full adulthood. For Romanian and Turkish pupils this project will be a good tool to promote inclusion. Through this project we will give pupils the opportunity to develop their awareness of the European dimension, by working collaboratively on healthy lifestyle and responsibility to them and to others. There will be an emphasis on learning and practicing the different aspects needed to reach a good physical and emotional health; acquiring adequate behaviors in relation to food habits, the practice of physical activity, hygiene and personal care, disease prevention and drug abuse, leisure activities, affective sexual health and responsible use of ICT technologies. The general objectives are: to communicate with boys and girls from other countries; to work on and share the contents of healthy lifestyle and responsibility to them and to others; to get to know young people from other countries and to visit some of the countries; to reinforce social inclusion and to improve the self-esteem and social skills of the students. The project will encourage staff and pupils to develop their own ICT skills, which will be necessary to share information with partner schools and it will support team building and cooperation skills for the people involved. Also there will be an improvement in the use of the English language, the communication language for the project. The contents of the project develop transversal skills related to various areas of the curriculum and reinforce various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative. This project emphasizes social inclusion and cohesive society contributing that students without disability increase their ability to address the needs of the disadvantaged. We are going to work in the same topics in the two years of the project and we are doing the same type of activities adapted to the characteristic of the students. The methodology will be: find out what they know, explain their behaviours for each content block,know the appropriate behaviour and share with their project partners, implement positive measures in their lifestyles. For sharing the appropriate behaviours for each content, each school will elaborate with the pupils creating charts. Pupils exchanges are very important in this project to put in practice inclusion aims, it is necessary living together students with special needs and others without it, to realize and to know how to conduct in the different situations that happen. The results of the project will be: charts from the four schools for each aspect, evaluation documents: surveys, questionnaires, texts ; summary from each of the participants about their changes in lifestyle, power-point presentations, texts… of the activities developed in the exchanges, summary of each group of students about their experiences in the interaction with the pupils involved in the project and changes in their previous ideas about people with disabilities, evaluation by the students and teachers about the project, permanent exhibition in each school of the materials. The impact for teachers and for schools will be: more skills of using clues to inclusive practices; competences of cooperation between different types of schools and strengthen European cooperation. For pupils: less discrimination for pupils with specials needs, improve abilities of cooperative learning and increase their awareness of European citizenship. Forward this project the schools will go on cooperating by e-Twinning platform. Internally they can add this type of project to be developed every year with other pupils. The experience of the project encourages the schools to go on working in inclusive actions. All the materials will be accessible for other schools in the blog of the project
The partners of this project were two schools of Secondary Education located in Romania and Turkey, which had not previous experience on working with special needs students, and Gloria Fuertes Special Education School located in Spain that had previous experience on working with local mainstream schools and European ones. The students involved in the project were from: Romania, 20 students 15-17 years old at 9th - 10th grade; Turkey, 20 students 16-17 years old at 10th -11th grades; Spain, 20 students 16-20 years old , 10 studied Secondary Education and 10 Vocational Training. All the Spanish pupils had intellectual disability. The teachers involved in the project had observed that our young students needed to be supported due to their lack of opportunities for international interaction and also needed to learn to take care of themselves and be responsible for their conduct on their way to full adulthood. For Romanian and Turkish pupils this project has been a good tool to promote inclusion. Through this project we have given pupils the opportunity to develop the awareness of the European dimension, by working collaboratively on a healthy lifestyle and learning responsibility to themselves and to others. There has been an emphasis on learning and practicing the different aspects needed to reach a good physical and emotional health; acquiring adequate behavior in relation to food habits, the practice of physical activity, hygiene and personal care, disease prevention, drug abuse, leisure activities, affective sexual health and responsible use of ICT technologies. The general objectives were: to communicate with boys and girls from other countries; to work on and share the contents of healthy lifestyle and learning responsibility to themselves and to others; to get to know young people from other countries and to visit some of these countries; to reinforce social inclusion and to improve the self-esteem and social skills of the students. The project has encouraged staff and pupils to develop their own ICT skills, which has been necessary to share information with partner schools and it has supported team building and cooperation skills for the people involved. Also there has been an improvement in the use of the English language, the communication language for the project. The contents of the project have developed transversal skills related to various areas of the curriculum and has reinforced various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative. This project has emphasized social inclusion and cohesive society which has helped students without disability to increase their ability to address the needs of those at a disadvantage. We have worked on the same topics during the two years of the project and we have done the same type of activities adapted to the characteristic of the students. The methodology has been: find out what they know, explain their behavior for each content block, know the appropriate behavior and share it with the project partners and implement positive measures in their lifestyles. Pupils exchange has been very important in this project to put in practice inclusion aims. The interaction between students with and without special needs has been very important to gain awareness and to know how to conduct themselves in different situations. The results of the project are hosted on a blog containing power-point presentations of the schools, the students and the topics we have worked with , texts, activities, information of the exchanges, evaluation documents: surveys, questionnaires; evaluation by the students and teachers about the degree of satisfaction of the project. The impact on teachers and schools has been: increased skills for using clues that help in inclusive practices; improved competences of cooperation between different types of schools and strengthened European cooperation. For pupils: less discrimination for students with specials needs, improved abilities of cooperative learning and an increased in their awareness of European citizenship. Thanks to this project, the students have worked on healthy habits and improve some of them, they have interacted with students from other countries and they have realised that the characteristics of a healthy life style are the same in the three participating countries and therefore they could be apply to other contexts. They have also experienced how similar their interests are, regardless of their country of origin. This project has given the students knowledge and strategies to achieve a better adult life.