The project ATLAS ("All Together Learning AT School") was born from a reflection and from questioning about the teaching teams facing integration difficulties of some students, manifested in their behavior towards themselves (lack of confidence, unease, conducted at risk), others (indiscipline, verbal and physical abuse, degradation...) and against school work that is requested (absenteeism, work not done, underachievement leading to early school leaving). Six very different schools from France, Turkey, Spain, Poland, Italy and Portugal, are gathered in order to get an overall view on integration problems : different ages (from 11 to 20), small/big schools, general/vocational education, public/private, urban/rural, different social backgrounds, different integration problems... The main objective of the project is, on the basis of an initial diagnosis in each school, to seek together solutions to these problems of school integration, relying on the teaching methods or school organizations already experienced in each of our institutions: France can bring its experience on students with deep family and social problems (especially foster children); Italy on non-formal learning methods destined for students with learning disabilities; Portugal on the problems of rejection of rules and indiscipline; Turkey on the lack of motivation; Poland on the impact of an disadvantaged social and economic background; Spain on the integration of students from different cultures. These solutions, imagined or already implemented in different schools, will be presented to partners during 6 meetings with training activities, analysed together and criticized. Every transferable element of these methods will be identified and that exchange will lead to the implementation in each establishment of new practices and/or school organizations aimed at dealing with the familial / social / cultural... diversity of all of our students and better answering the needs of the most underprivileged groups. So each partner is responsible for - the very part of the project in which its school is the most experienced and can suggest solutions to the others. - the organization of a meeting with training activities dedicated to this topic and follow the work before and after the meeting. - a production and/or communication tool : project logo ; a common website and a web journal ; an eTwinning platform ; open source ICT tools ; a "White book" of integration problems ; a dictionnary of educational vocabulary that will be available online and integrated to the final White book.We are convinced that an inclusive education is the key of the improvement of the school coexistence and the academic performance, so we aim through this project at :- finding for our schools some solutions to overcome different obstacles that stop students’ educational achievements and enable proper social growth and successful existence in the modern European society. - preparing better the staff to face the disparities affecting learners with disadvantaged backgrounds (social, cultural, familial...).- developing equal opportunities in order to integrate all the students especially from disavantaged groups and avoid all kinds of discriminations, and also improve for all the students social, civic, intercultural competences.- developing values of inclusion and tolerance.- creating some tools that could helpful for anyone working in the field of school integration.
The project ATLAS ("All Together Learning AT School") was born from a reflection and from questioning about the teaching teams facing integration difficulties of some students, manifested in their behavior towards themselves (lack of confidence, unease, conducted at risk), others (indiscipline, verbal and physical abuse, degradation...) and against school work that is requested (absenteeism, work not done, underachievement leading to early school leaving). Six very different schools from France, Turkey, Spain, Poland, Italy and Portugal, were gathered in order to get an overall view on integration problems : different ages (from 11 to 20), small/big schools, general/vocational education, public/private, urban/rural, different social backgrounds, different integration problems... The main objective of the project was, on the basis of an initial diagnosis in each school, to seek together solutions to these problems of school integration, relying on the teaching methods or school organizations already experienced in each of our institutions: Poland brought its experience on the impact of an disadvantaged social and economic background; Italy on non-formal learning methods destined for students with learning disabilities; Spain on the integration of students from different cultures; Portugal on the problems of rejection of rules and indiscipline; Turkey on the lack of motivation; France on students with deep family and social problems (especially foster children). These solutions were presented to partners during 6 meetings with training activities, analysed together and criticized. Every transferable element of these methods was identified and that exchange begins to lead to the implementation in each establishment of new practices and/or school organizations aimed at dealing with the familial / social / cultural... diversity of all of our students and better answering the needs of the most underprivileged groups. Each partner was responsible for the very part of the project in which its school is the most experienced and for the organization of a meeting with training activities dedicated to this topic. Different productions and/or communication tools were also under the responsability of different partners: the project logo; a common website; open source ICT tools ; a "White book" of integration problems ; a dictionnary of educational vocabulary. At the end of this project we are even more convinced that an inclusive education is the key of the improvement of the school coexistence and the academic performance. We already found for our schools some solutions to overcome different obstacles that stop students’ educational achievements and enable proper social growth and successful existence in the modern European society. Thanks to these exchanges the staff can better face the disparities affecting learners with disadvantaged backgrounds (social, cultural, familial...) and our schools will develop equal opportunities in order to integrate all the students especially from disavantaged groups and avoid all kinds of discriminations, and also improve for all the students social, civic, intercultural compétences as well as values of inclusion and tolerance. We hope that our experience and refexion presented in the "White book" could be now helpful for anyone working in the field of school integration.