Title: MY DIFFERENT HERO, THIS EXTRA-ORDINARY HERO Misunderstanding, ignorance, and even fear of the Other and of difference are present in European society. In this sense, European and national directives call for the inclusion of all pupils in ordinary classes. The school finds it difficult to meet these needs, particularly in the inclusion of students with special needs and in classroom practices. Teachers from six schools from kindergarten to high school from France, Romania, Italy and Bulgaria are speculating that training by pooling their experiences and practices from different educational contexts would enable them to lead the schools to become encouraging, welcoming, motivating, caring and respectful of the needs of each student as recommended by the Directorate General Education and Culture in the document Education and Culture 2020 (2015, p.11). We will adopt the Wresinski approach known as the crossing of knowledge and practices initiated by the ATD Quart Monde movement. This approach is based on the fact that three types of knowledge coexist in society: life and experience knowledge, action knowledge and academic knowledge (Animation and Education n ° 257, p.21). To this end, we will implement training events in each of the partner countries on the issue of inclusive education in the various institutions. Thus, we aim to reduce educational inequalities, to change teachers' views on pupils, and to propose a more thoughtful governance of schools. This two-year project should ultimately allow each partner schools to propose locally an "inclusion" axis in their school projects.
Title: MY DIFFERENT HERO, THIS EXTRA-ORDINARY HERO The project '' My pupil differs from this extra-ordinary hero '' follows a precedent entitled the kindergarten lever for the future education of the child. It had wondered about the importance of kindergarten in schooling. a child in our priority neighborhoods. In the description of our new project, we are part of Wresinski's approach, known as the approach of the crossing of knowledge and practices initiated by the ATD Fourth World movement. This approach is based on the fact that three types of knowledge coexist in society: lived knowledge, action knowledge, and academic knowledge. Indeed our school is located in a priority neighborhood of the city where is located in the same street, a kindergarten, an elementary school, a college, and a vocational high school. In the area, our students are destined to frequent this district for 15 years except for exception. It is an area where social and academic inequality is striking. Students are often witnesses to the physical verbal abuse of their elders. But the answers the school brings are not up to the stakes and do not meet the needs of students. The action of teachers to take students out of this scheme is ineffective and conversely maintains a fragile social and school situation. The teachers of our schools lacked from year to year of enthusiasm and showed a form of resignation "we can not do anything, it's like that" so we did school point. It was necessary for us as the school director pulled the teaching team of his lethargy by offering him a vision of the different schools. We proposed to fellow teachers to question the care of pupils with special needs but from the point of view of inclusion. When the project took shape, we thought it was necessary to treat it to some degree because these students, in particular, needed to be able to project on their future schooling. Our goal was: Set up stimulating, welcoming, motivating, caring and respectful schools, as recommended by the Directorate-General for Education and Culture in the document Education and Culture 2020 (2015, 11). Train the school community to care for students with special needs. Act on educational professionals to change class practices. Enter an inclusion component in the establishment project. The activities that we proposed focused on the professionalization of the actors for that we had throughout the project, themes around a fair school for all. So we explored the links between: • School and cultural diversity • Schools, territories and educational success • School and inclusion here or elsewhere, Throughout the project and with the contribution of training events in terms of the conference, exchange of practices and observation. The pedagogical team of Soliveau never ceased to question the effectiveness of its action with the students. After the formation in Italy, the team decided to revise completely its organization by setting up a pedagogy that considers that each student has a specific need. The Bulgarian, Romanian, Italian and Guadeloupean partners have each witnessed in their school, as in Soliveau, a transformation in the management of difference. Our aim is to strengthen the collaboration between the establishments of our sector in order to offer school spaces where each pupil finds his place. And that every teacher is committed to leading every student has at least one success. This project has had the merit of bringing out differences experienced as obstacles but not as levers (example: Italian-Bulgarian migrant students were highlighted during meetings with Bulgarian teachers) and to promote these students within their institution while changing the practices of teachers. As a result of this project, walls have been cut down between schools and our motto '' let's make our differences '' to help our students succeed.