The project consist to gather organisations, parent’s associations and teachers to work together on the topic of inclusive education The children who have specific needs (children with Disability situation, dys, learning difficulties), even those newly arrived for linguistics matters are integrated in classic classes with or without human help depending on situations and means of the schools. For specific learning, these children are taken separatly in or out of the class. If we decide to integrate the children with special needs in classic classes, we don’t have the right to make them feel different. So we have to invent, to be more creative with new methods and tools, that we’ll be able to give the same education to all including the differences of the children but not to make them feel different with their friends in the same class. Our project takes deliberately the working entry with the teachers and the exchange on other ways of doing things in other countries and contexts. To experiment different educative practices with children having the same difficulties. Teachers can get inspired by all these experiments and practices for their own classes on the level of methodology and pedagogy. The teacher is the keystone for change in the class. By having a panel of methods, tools, he or she will be able to diversify the possibilities of responses facing the diversity of pupil’s situations. Objectives *To watch and experience how schools in other European countries approach and organise the students with the inclusion question; *With the Erasmus+ exchange program we wish to bring other countries methods and tools for building knowledge ; *To improve the posture of te group in the schools: better solidarity and mutualisation than competition between the children in the class ; *To reinforce competences of teachers in order to face the diversity of pupils situations. Participants to the projects are teachers, organisations working on the question of inclusive education, parent’s organisations that are more aware about the difficulties of the children and the impact of the school’s education on the daily and family life. For every activity in each country, the group will define the experiences which its interested in, these experiences are a list of schools and classes that we’ll visit concretely to see how the teacher work with the children. We’ll prepare an interview guide which will be filled for every visit. The program of the meeting of 4 or 5 days will be based on these visits and then on a cross views about what we have learnt, what the experiences brought to us as individuals and as a group. We’ll take a time of course for methodological matters of the partnership and how we go ahead, next steps, next program, evaluation, etc. The common concrete realisation can be the addition of all these experiences data to make a « Booklet of promising practices », these same data can be used on a numeric platform (database) which can be used by a larger public. This project has many impacts: *Short terms impact: discovering other context of education, of notions of cultural education in Europe; *Discover other structures and organisation of schooling and education than the one that everybody knows in his/her school; *Discover other tools, practices of teaching; *Reinforces the competences of the teachers facing the diversity of the pupil’s situation; At long term, it could bring changes in everybody’s vision of teaching or how to do things.
The project was proposed by parents long involved (over 15 years old) as representatives in elementary and middle-schools. This status helped to identify gaps in the measures for the inclusion of children with disabilities and special educational needs (ESH-EBES) and for the newcomers, condsidered, in our project, as children with special educative needs. Since the Salamanca Declaration, 1994, the Luxembourg Charter, 1996 and the "handicap" law, 2005 in France, the "integration" of (ESH-EBES) has taken an important place in European public policies and education systems. Children are educated in ordinary schools. This policy is certainly positive for equality and equity between children. However, the human and technical resources put in place for its implementation are highly questionable in several European countries. 1/Lack of individualized support for (ESH-EBES); 2/Lack of competence of teachers in regular classrooms; 3/Lack of involvement and information for the parents concerned; 4/Lack of coordination between educational and professional institutions. The project focuses on one of the points, which is considered to be the cornerstone for improving inclusion. The aim is to strengthen teachers' methodological skills through an exchange of practices between peers. This aspect of the project allows positive intervention on the isolation, powerlessness and emotional crises experienced by ordinary classroom teachers. Objectives/ *Understand the context, policies, mechanisms and resources invested for "inclusive education" -EI- in the 4 countries involved in the project; *Enable teachers to observe and exchange practices, methods and approaches put in place by their colleagues in the contexts of the 4 project countries; Give teachers the opportunity to overcome their isolation and powerlessness in welcoming ESH-EBES. To be able to express their emotional feelings with other teachers; *Incite public policies to promote horizontal peer-to-peer training for more effective inclusive practices. 121 direct participants in the Transnational Meetings TM were able to experiment and discuss the issue of inclusive education IE. Some of them made several trips. more precisely, 85 people participated. the host partners involved actors and beneficiaries on site. a total of 200 participants in workshops, conferences and seminars (excluding direct participants). We did not take into account the public meetings participants. Out of 4 organized, 40 to 50 participants per public meeting, excluding direct parties. Profiles: teachers, directors - elementary, middle school, high school and vocational high schools-; families; professionals (special educators, psychologists, speach-therapists, physiotherapists, ergotherapists, pedagogues); ESH-EBES; newcomer students; researchers and academics; teacher trainers; trainers of special educators; community leaders for disabled adults, academic inspectors; political representatives (Mayor, Deputy 20th Paris-FR; Mayor of Braila, Rou; Mayor of Sopot, Pol; Mayor and Deputies of the city of Kumanovo, Macé); Journalists - Media-; Spot on the Macedonian national TV. The particularity of the project is the contribution of exchanges by experimenting and work on the ground. For the implementation of the project objectives. 3 methodological levels: 1/Political and social context of the IE/country; 2/Exchange of practices by immersion in the classes; 3/transcribe the activities into a guide with tool sheets from the 4 countries. Immersion in class. Methodological; Meeting of diagnostic structures for learning disabilities; Workshops in centres for adults concerned with mental disabilities; Meeting of parents affected by the EI. Sharing their Testimonies; Debates with researchers, political representatives/ status of inclusion at local, national and European level, statistically and historycally speaking. Inspectors, political rep, professionals: proposal of ways to improve the ESH-EBES welcoming in an ordinary environment. 1/devices discovered by teachers to be replicated/proposed in public policy. e.g, ergo-therapist, speach-therapists, physiotherapist, psychologist available at school/students, families and teachers; artist.educat. tools for learning. Self-esteem of children and awareness of disability among children; awareness that the questionning on inclusion is the same in many countries; breaking the isolation and powerlessness of teachers; re-appropriation of innovative observed tools; types of organization for dialogue with families; co-construction of ESH-EBES individuals programs between teachers+parents; For the new participants involved in E+ projects, the experience was very positive on learning about how to set up, implement and coordinate a project. A website with a blog to show the project dyn. and the activities carried out over the 2 years. An animated and up-dated FB page. A guide to inclusive practices from our field experience