This School Exchange Partnership between schools in Spain, Portugal and Italy aims to establish a network of cooperation with organizations from different countries with the aim of working together to develop, transfer and implement joint initiatives related to inclusive educational policies that allow success of all the students participating in Primary and Secondary Education. The coordinator is "CEIP 9 de Octubre" from Alcàsser, Valencia, Spain and the partners are the Secondary School "Veles e Vents" of Gandia, Valencia, the Agrupamento de Escolas of Marinha Grande, Portugal and the Istituto Comprensivo "Corrado Govoni" of Ferrara , Italy. The project arises from the shared needs of the four schools to cooperate at European level in the development of inclusive educational practices. Thus, the main objective of the project is to develop, transfer and implement during the schools year 2018-2020 policies, practices and inclusive cultures in the 4 participating schools that guarantee the academic success of approximately 1600 students and especially the most vulnerable ones, the ones that have more barriers to learning and participation in schools (ethnic minorities, students with educational and socio-economic difficulties). To achieve this goal we propose: - To strengthen the teaching profile of approximately 80 teachers through training courses at the local and international level providing them with strategies that guarantee full attention to diversity in ordinary classrooms thus reducing the dropout rate of the most vulnerable students. -To carry out 3 student exchange activities where democratic and participatory classroom methodologies are implemented, allowing the interaction of all. -To establish more participation links with the families of the most vulnerable students. -To establish collaboration networks with other European schools in order to share good practices and to create synergies. During the two years of the project we will carry out a wide range of activities of preparation, development, evaluation and dissemination of the project aimed at students, teachers, managers, the educational community (family and volunteers) including local and regional education authorities. The project plans to carry out transnational training and teaching-learning activities, two in each school year. In the training activities, 12 teachers will have the opportunity to collaborate on co-teaching, collaborative work, heterogeneous groupings, curricular contents and educational methodologies based on international researches in the field of inclusive education. In the teaching-learning activities, the 36 participating students will have the opportunity to work on joint projects related to social and educational inclusion, among which are deliberative assemblies, cooperative and interactive group work, dialogical gatherings, peer tutoring and training in the dialogical model of conflict prevention and resolution, assistant students, as well as the co-evaluation as a methodology of work in the classroom. The methodology used in the execution of the project is based on two principles: the critical pedagogy of Freire, and Habermas, but also on the creation of sense of Bruner and Vygostky through shared language and common spaces, through culture. The principles of critical communicative methodology and deliberative democracy will be used as well. As results, in the short and medium term it is expected: - To improve school coexistence -To improve students key competences as well as their overall school success. - To include and improve the inclusive principles in the official documents of the school (Educational Project): Tutorial Action Plan (PAT), Action Plan for Improvement (PAM) and the Plan of Attention to diversity and educational inclusion (PADIE) . In the long term it is intended: -The improvement of inclusive educational policies in participating schools. - The reduction of students dropout - The consolidation of models of inclusive schools through the exchange of experiences at European level. - The development and reinforcement of networks, the increment of the capacity to work at a transnational level and the sharing of inclusive practices and methods. The dissemination of knowledge, experiences and results generated by this project will be extended to the entire educational community as well as to local, regional, national and international levels. In the long term, we hope to offer quality education and ensure equal opportunities for all students so that they can access the European labor market and become active citizens and integrated adults in a multicultural society.
This association for the exchange of good practices between educational centers in Spain, Portugal and Italy aimed to establish a cooperation network with organizations from different countries with the aim of working together to develop, transfer and implement joint initiatives related to inclusive educational policies that allow school success of all participating students in the stages of Primary and Secondary Education. The coordinating center is the CEIP 9 de Octubre of Alcàsser, Valencia, Spain and the partners are the Veles e Vents Secondary Education Institute of Gandia, Valencia, the Marinha Grande School Group, Portugal and the "Corrado Govoni" Integral Institute of Ferrara , Italy. The project arose from the shared needs of these four centers to cooperate at the European level in the development of inclusive educational practices. Thus, the main objective of the project was to develop, transfer and implement inclusive policies, practices and cultures during the 2018-2020 school years in the 4 participating educational centers to guarantee the school success of approximately 1,600 students and especially of the more vulnerable students, the ones with barriers to learning and participation in schools (ethnic minorities, students with educational and socio-economic difficulties). We set: - To strengthen the teaching profile of approximately 80 teachers through training courses at the local and international level in strategies to achieve full attention to diversity in ordinary classrooms, thus reducing school dropout among the most vulnerable students. -To carry out 3 student exchange activities where more democratic and participatory classroom methodologies were put into practice, allowing everyone to interact. -To establish more links of participation with the families of the most vulnerable students. -To establish collaboration networks with other European centers to share good practices and create synergies. During the three years of the project, a wide range of activities for the preparation, development, evaluation and dissemination of the project were carried out aimed at students, teachers, managers, the educational community (family members and volunteers) and including local and regional educational authorities. The project included activities of transnational learning, teaching and training activities, and virtual mobilities due to the pandemic. In the teaching-learning activities, the students had the opportunity to work on joint projects related to social and educational inclusion, among which were deliberative assemblies, cooperative work and in interactive groups, dialogical gatherings, peer tutoring and training in the dialogic model. prevention and conflict resolution, student assistants, as well as co-evaluation as a work methodology in the classroom. The project execution methodology was based on two principles: the critical pedagogy of Freire, and Habermas, but also in the creation of meaning by Bruner and Vygostky through language and shared common spaces, through culture. The principles of critical communication methodology as well as deliberative democracy have been used. As results it has been achieved: - Improvement of school coexistence -Improvement of the key competences of the students as well as their general school success. - Inclusion and improvement of the inclusive principles in the documents of the center (Educational Project): Tutorial Action Plan (PAT), Action Plan for Improvement (PAM) and the Plan of Attention to Diversity and Educational Inclusion (PADIE). -Improvement of inclusive educational policies in participating schools. - Reduction of student dropout - Consolidation of models of inclusive schools through the exchange of experiences on a European scale. - Developement and strengthen networks, increasement of the capacity to work at a transnational level, sharing inclusive practices and methods. The dissemination of knowledge, experiences and the results generated by this project have been extended to the entire educational community as well as at the local, regional, national and international levels. In the long term, as a sustainability project, it is expected to offer quality teaching and guarantee equal opportunities for our students so that they can access the European labor market and become active citizens and adults integrated in a multicultural society. The activities and results of the project are available on the page: https://twinspace.etwinning.net/79562/pages/page/521430