Europe has reached a critical point: crisis on the Euro area, disparate perceptions and not always positive of eastern on west, of northern on south and vice-versa lead to many unanswered questions. Does Europe will be disintegrated or we can find a way to build a future joint? How this future will look like and which will be the role of each one of us in this context?In the recents years, the temporary migration is a phenomenon characterized by high dynamics, at least so far it exceeded the response capacity of the social welfare system and the educational systems from Spain, Poland, Italy, Romania, Wales, France, Greece, Turkey. The Early Education for Inclusion ( RISE) project brings together schools which have students with different nationalities , including students from partners ( migrants students) schools with others that have re-migrants students. The partners schools have the some problems: - There is no development in our institution, for prevention, management and violence approach in schools. - There are no professional skills at primary schools (grades I-IV), to facilitate the transition of our school from a non-digital learning environment to a digital one; THE AIM: Developing the technical and institutional capacity of all PARTNER SCHOOLS to address and improve the situation of children with special learning needs, who come from migrant immigrants and re-migrants families, by identifying and implementing an education program inclusive and integrated, sustainable and easy to multiply. SPECIFIC OBJECTIVES: - To develop professional skills for using specific methods of formal and non-formal learning, intercultural and inclusive, among the 160 teachers from partners schools, through involving during a period of 3 year into project activities (preparation phase, implementation, dissemination) to successfully integrate students with special learning needs; - To develop at least 20 innovative methods for supporting human capital development of partners school,s targeting the specific activities in the field of inclusive education, educational factors in increasing synergy and applying and transferring that in the local, national and international levels. - To create a sustainable institutional framework for piloting and easy replication of a program for inclusive education (The Center of inclusive education) for at least 25 students with special needs, from each partner school, set in the project (Sept. 2017 - August 2020) and developed 1 year after project completion( 2020-2021) - To improve students motivations for learning and breaking down language barriers. - To develop knowledge and understanding among students and educational staff about the diversity of European languages and values - To improve students and teachers usage of digital equipment( computers, IQ board) Target group: - Minimum 400 students with special learning needs , from all partner schools - Minimum 12o teachers ( participants in the trans-national training activity. and the project meetings,) - 8 members of school( and NGO) management teams ; During three years of the project, four pillar questions we will guide the transition from I to US and from present to future: Who am I? (personal identity and remedial work) Who is the other? (immersion in the Europe diversity and remedial for inclusion team-work ) Who will I be? (development of other skills and linguistic skills, the acquisition of self-esteem and confidence through sport games ) Who we`ll be together? (image of the future Europe, in the stories created by students with special learning needs) The purpose of organizing remedial activities for students inclusion is to stimulate the completion of compulsory education (prevention of drop-out of school) and improving the school success for children from disadvantaged groups. Designing and implementing a set of modern methods( acquired to 42 teachers by attending two training events ) that will increase interest in pupils' learning. Teachers will guide resource use through literary language. Throughout the learning process,( including a set of students workshops and learning sessions, provided by the specialists) children will be placed in the position to learn through games play and sport practices. The method helps to solve psychological needs identified in this target group. Reorganizing data and transforming them, students will reach their final wording enshrined in the product realization of the project,: the book of stories and the games e-book, illustrated by them, the book-launch(with an autograph session) the paintings exhibitions ( organizing a stand in order to sell) the stories-caravan. The ability to use theoretical knowledge and practical work guarantees seriousness of assimilation and the value of teaching and learning. The use of all methods in the specified project will lead to tangible progress .
The Early Education for Inclusion (RISE) project arose with the idea of responding to students with special learning needs from migrant families, who encountered problems when they entered the educational system of the country to which they had migrated, mainly due to ignorance of the language. Likewise, they wanted to respond to those boys and girls who had other types of special needs: intellectual, physical ... All the participating countries have this type of student body and we considered it important to work together to give them a global and inclusive response. The problem of migration is something at the global level and sometimes the authorities are overwhelmed and with insufficient capacity to provide a social response to these people, so educational centers must try to supply that response in some way so that children and their families do not they feel even more isolated. From the above it is understood that the main objective of our project is to develop the technical and institutional capacity of all participating countries to improve the situation of children from immigrant or repatriated families with special educational needs and learning difficulties, identifying and implementing a inclusive and inclusive educational program. In the project we participated 6 schools from different European countries plus an institution of care for people with NEAE, which we worked for three years different activities and innovative methods that served to respond to the needs of our students by improving their motivation to learn and breaking language barriers. The number of participating teachers was around 160 and our target group numbered around 400 students from all partner countries. The project activities and the obligations and responsibilities specified in the form were reviewed and accepted by all partners. With the approval of the project, one was created in eTwinning with the same name to work simultaneously. All activities were presented on eTwinning and Twinspace and were successfully carried out at the same time. Groups of Erasmus + and eTwinning students were formed as project work teams, which disseminated it in meetings organized for our colleagues and students. Our coordinator constantly monitored local activities, division of labor, surveys, and quality improvement activities on the platform. Moving our project to eTwinning has facilitated collaboration and strengthened communication between partners. Informative presentations on the platform and its operation were made at all mobilities. In order for our activities to reach a wider audience, actions were also carried out from our website and social networks. The project activities were completed as planned until the period of the pandemic, after which two of the international mobilities were suspended and there were also interruptions in the activities that had to be carried out with our children in person, although they continued working with them telematically. The partners also kept in touch and several online meetings were organized. Even so, the schedule established to make the traditional legends was continued and it was finished, despite the difficulties caused by the suspension of face-to-face classes due to the Coronavirus. We worked with the E-book application and all the stories were collected and presented in a single book, which was printed and disseminated among the students, families and various institutions. We also published another book that collected all the traditional games seen and played with children in schools. The results achieved as well as the impact achieved not only on the educational process of our students and on the centers, but also on other people and institutions thanks to the dissemination we have made have been quite positive. These results were evaluated through surveys and shared on the eTwinning platform. We consider that they have been very relevant and that it has been possible to reach stakeholders. The benefits have been seen since we have begun to work in an inclusive way, our students have been more motivated and their learning process has been improving little by little. This in the long term will also be beneficial because we will be able to have happier children, more involved in their educational process and that they come to the center more motivated. In addition, the differences that may exist between students will be reduced, whatever their origin or specific learning need.