The number of pupils with learning, integration and behaviour difficulties (henceforth abbreviated as “LIB difficulties”)increases year after year and most of the teachers are not educated to solve such problems –particularly in classes with pupils above twenty. This situation is very similar in countries all over Europe. Every country and every school tries to cope with this problem on its own way.The main aim of our Strategic Partnership is to strengthen the profile of the teaching profession: to let the teachers of our schools develop their methodology and get better in this field; and by doing so, to give our pupils a chance to have better educational circumstances, to have more success at school and to be more successful later on in the European labour market.Partner schools:1. Ferenc Medgyessy Primary School from Hungary (coordinating school, accredited excellent talent point)2. Suadiye Primary and Secondary School from Turkey3. School Center for Inclusive Education No.1 Oradea from Romania (special school for students with special educational needs)4. I.C. Petrarca School from Italy5. Ocejon School from Spain (with English bilingual program)The planned activities of our project “LIFE” are in part home-country activities (abbreviated: HoA) in part transnational training activities (abbreviated: TrA; 5 days long each time) which alternate and build tightly one upon the other:-TrA1: transnational project meeting. Aims: to strengthen commitment of partners, to start the project and to disseminate.-HoA1: English language course with professional themes organized in the home country as preparation for teachers going to participate in transnational training events. Aims: to attain language skills making one able to consult upon themes related to handling pupils with LIB diff. in school.-TrA2: short-term joint staff training event. Further training (2 days) on the theme: Children with LIB difficulties at school. Job shadowing and workshops (3days) on the following themes: 1.Learning to think or Philosophy for children- How to maintain attention. 2.Working in cooperative groups. Aims: to attain knowledge on this theme, getting inspired, sharing thoughts and getting impulses from successful experts and colleagues. Observation of educational work, learning from each other, getting inspired in relation to one's own teaching methods. Methods:lectures and presentations, professional discussions. Observation of open lessons and other school activities with subsequent consultation and workshops in order to get ideas on how to blend learned things into one's own teaching practice.-HoA2: observation in each partner school,transmission of what has been learned on the further training. Aims: to spread knowledge, sensitization for the project theme through observation of teaching processes, awakening to (higher)consciousness of the project theme. Methods: presentations and workshops; open lessons, teachers’ meetings, professional discussions.-TrA3: short-term joint staff training event. Job shadowing, workshops on the following themes: 1.How to teach children with LIB diff./SEN in an integrated way 2.How to handle and teach students individually and personally 3.How to handle SEN students. 4.From discrimination to acceptance and integration.Half-time-review of the project.-HoA3-4: Blending of learned new methods and good practices into own teaching practice; transmission of them in each partner school for colleagues who have not participated in transnational training events. Project week of the teaching staff of schools. (This goes on simultaniously with TrA 3-5)-TrA4: short-term exchange of groups of pupils. Job shadowing and workshops upon the themes: 1.How to develop students with LIB difficulties with help of various games and art or sport activities 2.Verbalism of teachers coping with children with LIB diff. in class.-TrA5: short-term joint staff training event. Themes: 1.To detect pupils with LIB diff. as early as possible: to recognize and test them and refer them to professional help. 2.The role of supporting talent in education of pupils with LIB diff. 3.The possibilities of supporting parents of children with LIB diff. Closing event of the project.As a result we expect that the participating teachers will gain plenty of new methods on handling pupils with LIB difficulties, a change in attitude and an extension of their outlook. Therefore they will be able to cope with LIB difficulties more successfully. Furthermore we expect an important impact at the local and regional levels: we hope that in the participating institutions the cooperation between teachers, children and parents will develop; international connections and language skills will become wider, educational work and learning processes will develop through adapting foreign experiences. We will inform other organizations about the project and share our experiences.
Turkey The talent management center is developed and suits students’ interests.Children at the age of 9 participate in talent identification programme.Students are developed in their identified development area in the development center where they are transported in scholl buses on a weekly basis. Not only talent management is emphasized but the personal improvement as well.Students with special needs are brought to the development center every week where they take part in one- to-one courses. Their educational tools are excellent and their equipment is modern.The daily workload of students is optimal and their social perception is very good Students with special needs also need to acquire an occupation to be active in society. Italy The accepting, inclusive atmosphere is characterized by education in all areas, not only with students with learning and integration difficulties and students with special needs, but also with non-Italian students due to the migration crisis.Several teachers led the lesson, actively helping each other's work as partners. We have also tried this practice in the field of teaching a foreign language at a lower level. Unfortunately, because of the lack of human resources, this is not possible in our school. In addition, students’ learning process was helped by a special education teacher and a psychologist All children had a value for them, and they were happy with their success. As an example of this, our faculty took part in sensory training, the benefits of which we will experience in the future. The material conditions also provided outstanding support for the learning process. Romania We learned about the usefulness of small group classes where a lot of emphasis is put on the development of social competences.We were very pleased to see the importance of German language teaching in elementary and secondary schools.We had the chance to get to know the very details of Romanian educational policy and the methods of working with students with SEN The Romaninan educational system resembles Hungarian educational system the most. We successfully use music and movement as a development tool which is one of our strenghts. Spain Here we have seen a fine example of cooperative occupation.When pupils are groupped their interests are the basic criterium because children with similar intersets can communicate with each other much easier and thus they acquire social cooperation which help them in their learning process and later they can do better in life. In order to successfully implement co-operative occupation, we also intend to include the”same interest” as a sorting group. Pupils strive to solve problems rather than search for them. In the philosophy lesson of the partner institution, the students formulated the task of the school that is to help them in the learning process. Developments are carried out at different levels where learners can solve their tasks in a self- conscious way. This is an idea which can be acquiered here in Hungary, too.Both English and Spanish have been involved in the daily teaching of subjects. Bilingualism is applied in a way that the curriculum is taught int he mother tongue and then it will be translated into English.This could also be useful for Hungarian practice, and could be implemented successfully.The Spanish education is characterized by a healthy load of pupils, there is no compulsory afternoon occupation, extra-curricular education is optional for the pupils, and it is interesting to note that it is financed by themselves. Summary We learned a lot from all partners. It was a confirmation of the usefulness of our past practices.For example, music and sports as a development tool. We got to know a lot of new things which we would like to take over, which we have already written in our partner experiences.As for personal resources, involvement of a larger number of developer educators and pedagogical assistants in the classroom is crucial as the development of these learners should take place in the classroom. It is important not to segregate them from their peers, so the presence of the developer in the daily lessons is essential. The expansion, modernization and development of the material conditions is essential, and the maintainers should provide a financial background. We will continue to encourage this in the future. Among the methodological knowledge, we see the use of cooperative teaching methods as the most effective in the treatment of students with learning,- integration and behaviour difficulties in accordance with Spanish practice, so we would like to complement our pedagogical practice, as we could see the effectiveness of this in every nation.We recommend that the maintainer create a talent center per district to ensure that we can keep our economic and intellectual potential. We look forward to finding a common area of cooperation in the future and this friendship and hope that professional relationship will notcome to an end.