Context The good inclusive education is our future. Germany is working hard becoming a school with the main focus of inclusive education. Romania has limited opportunities to contact other nationalities from Europe but has a very good experience with children from different ethnic and cultural background like Sinti and Roma. France has a large number of students with different cultural and ethnic background, refugees from Africa, Eastern countries, Middle East. Greece is working hard becoming an inclusive school and has a number of emigrants from the Middle,- South-East and Eastern Europe. All the schools have an increasing number of children with with special needs. Within present parameters of funding and support for inclusion many secondary schools are not coping with the demands on them and teachers feel frustrated. In this context the objectives of the project are the reduction of the impact on the balance of the teachers' work and the increase of the quality of support actually available for inclusive education in secondary schools. The needs to be adressed by the project are related to secondary schools having to make critical decisions about admission of students from diverse origins, backgrounds and learning disabilities with consideration of resources, expertise and the balance of needs across the school and within individual classrooms. The complaint that you can’t have inclusion without the resources is a major theme running through secondary schools. Objectives -Improving the reading and wrting compentence in English, mathematical and science skills of students with and without special needs through creative and artistic acitivites -devoping of intercultural competence -achieve a partnership where we introduce new friends to our pupils -teachers willl share praciteces and teaching strategies to learn from each other in the different environment -to stengthen the international profile of the secondary school and inclusive school -reducing the early school leavers Number and profile of participants 4 secondary vocational schools with students with and without special needs. The age between all contries ranges from 14 to 18 years. The German school is a reference school for the students with and without dyslexia and teacher's training for the project management and developing of working materials for Reading comprehension in English. The Romanian school specializes in inclusion of children with different ethnic background (Sinti and Roma) for children with dyscalculia and sicence. The French school has been specialized in inclusion and the art promoting learining through theater play, dance, song, artistic expression and gastronmic art. They promote the inclusion of immigrants and refugees. The Greek school is a school with children with special needs and promote inclusion of immigrants, students with dyslexia and dyscalculia, promoting learing throw drama and creative wrting, e.g. theater draft. Activities By the First year By the end of first year 1. initial questionnaire about perception of the social inclusion in each school 2. design of the website ( realised by experts) 3. observation of inclusion practices 4. developing the reading skills in English /testing materilas on students with and without special needs 5. Developing the maths and science competnece using English/testing materials on students The end product is a brochure wiht best practice materials for imporving the Reading competence in English and mathematical and science skills By the end of second year 1. applying methods to write the assessment test 2. testing students during teaching activities, interviewing teachers, parents 3. Second teachers training (inclusion through creative acitivities) 4. Developing of writing skills through creative performance 5. Developing of reading, writing and calculating skills through creative work (creating social events and creative gastronomic project) 6. making the good practices guide 7. making the inclusive education assessment test Feedback will then be used before publishing the project website which will be used after the completion of the project in teacher training activities that will be organised by each partner school al local, regional and national level. Methodology Observation debriefing Reflexion Questionnaire Qualitative Interviews We will enhance the communication links between the schools through E Twinning, Skype, Gateway, EMails, and a parnter school website. The end products are displayed in all schools and shared all partners via the website. Expected Results/Long term Benefits • to develop an inventory aimed at identifying actual needs of the target groups for inclusion in secondary partner schools • the promotion of a guide of good practices • to create and strengthen the European awareness of such good practices through a wide dissemination of project results - an inclusion assessment test
Context (2018-expanded because of the pandemic until 2021) The good inclusive education is our future. Germany`s been working hard becoming a school with the main focus of inclusive education. Romania has limited opportunities to contact other nationalities from Europe but has a very good experience with children from different ethnic and cultural background like Sinti and Roma. France has had a large number of students with different cultural and ethnic background, refugees from Africa, Eastern countries, Middle East. Greece's been working hard becoming an inclusive school and has a number of emigrants from the Middle,- South-East and Eastern Europe. All the schools have had an increasing number of children with with special needs. In this context the objectives of the project were the reduction of the impact on the balance of the teachers' work and the increase of the quality of support actually available for inclusive education in secondary schools. The needs adressed by the project were related to secondary schools having to make critical decisions about admission of students from diverse origins, backgrounds and learning disabilities with consideration of resources, expertise and the balance of needs across the school and within individual classrooms. The complaint that you can’t have inclusion without the resources was a major theme running through secondary schools. Objectives -Improving the reading and wrting compentence in English, mathematical and science skills of students with and without special needs through creative and artistic acitivites -devoping of intercultural competence -achieve a partnership where we introduced new friends to our pupils -teachers shared practeces and teaching strategies to learn from each other in the different environment -to stengthen the international profile of the secondary school and inclusive school -reducing the early school leavers Number and profile of participants 4 secondary vocational schools with students with and without special needs. The age between all contries ranges from 14 to 18 years. The German school was a reference school for the students with and without dyslexia and teacher's training for the project management and developing of working materials for Reading comprehension in English. The Romanian school specializes in inclusion of children with different ethnic background (Sinti and Roma) for children with dyscalculia and sicence. The French school has been specialized in inclusion and the art promoting learining through theater play, dance, song, artistic expression and gastronmic art. They promoted the inclusion of immigrants and refugees. The Greek school is a school with children with special needs and promote inclusion of immigrants, students with dyslexia and dyscalculia, promoting learing throw drama and creative wrting, e.g. theater draft. Activities By the First year By the end of first year 1. initial questionnaire about perception of the social inclusion in each school 2. design of the website ( realised by experts) 3. observation of inclusion practices: Teacher's workshop in Munich 4. developing the reading skills in English /testing materilas on students with and without special needs: Workshop with students in Munich 5. Developing the maths and science competnece using English/testing materials on students: Workshop with students in Iasi By the end of second year Teacher's workshop in Paris: Second teachers training (inclusion through creative acitivities) virtual conferences via Twinspace By the third year (virtual mobilites with students and teachers), Because of pandemic our project we expaned the project and we organised the following activities virtually 1. applying methods to write the assessment test 2. testing students during teaching activities, interviewing teachers, parents 3. Developing of writing skills through creative performance ( virtual mobility, Athens) 4 Developing of reading, writing and calculating skills through creative work (creating social events and creative gastronomic project) (virtual mobility, Paris) 5. making the good practices guide 6. making the inclusive education assessment test Feedback will then be used before publishing the project website which will be used after the completion of the project in teacher training activities that will be organised by each partner school al local, regional and national level. Methodology: observation, debriefing, reflexion, questionnaire,qualitative Interviews We enhanced the communication links between the schools through eTwinning, Skype, Gateway, E-Mails, google meets and a parnter school website. The end products were displayed in all schools and shared all partners via the website. Results/Long term Benefits • develop an inventory aimed at identifying actual needs of the target groups for inclusion in secondary partner schools • the promotion of a guide of good practices • strengthen the European awareness of such good practices through a wide dissemination of project results - an inclusion assessment test/e-book The end product is a brochure(e-book) with best practice materials for imporving the Reading competence in English and mathematical and science skills