This project includes five schools from FR,IT,PL,RO,TR with pupils aged between 9-14.The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach this goal of inclusion we will practice new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the particular needs of students from each partner schools, based on four common issues which have a major influence on scholar success.(1-Lack of social inclusion; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs ). The needs analysis has been done in five schools by taking the observation of the teachers’ view and by applying basic survey which evaluates those four obstacles. Before creating this project we had a pre-work period about the new strategies and finally we’ve defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods in their schools. We intend to develop new strategies for these schools to enhance their ability to prevent school abandon through a collaborative international partnership based on different good practices in each school. The project tries to find methods to encourage inclusion of disadvantaged students in community activities and on labour market. We’ll practice new links between formal, informal and non formal education in order to offer our students solutions for these four problems and real opportunities for their behavior. OBJECTIVES -to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out -to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practices NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project will take excluded students in the centre, so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected. Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected. Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will be indirectly affected. Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community. RESULTS AND IMPACTS Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.
Our project «Realizing Excluded Students By Smart Strategies» motivated by the need to advance social inclusion went well with 5 schools: Italy, Poland, Romania, Turkey, and we France, the coordinating country. For us, it was about achieving inclusion goals through the practice of new methods and educational, co-operative and inclusive strategies, in schools and during leisure activities. This project focused on students with special needs from each partner school, based on common issues that have a major impact on academic success, disability in social inclusion; disability in basic skills; lack of parental support; poor socio-economic conditions.The needs analysis was carried out in these schools, taking into account the teachers' point of view and applying a basic study that assesses these four barriers. It was for us to promote the inclusion of students from the ULIS (Local Unit for School Inclusion), and secondary school students who have gaps in basic skills, risk of dropping out, who have special needs, helping them integrate into mainstream education and society; applying new strategies to overcome social exclusion, basic skills deficiencies and drop-out; use new methods in the field of social and emotional development as part of the special needs program helping them integrate into mainstream education and society; applying new strategies to overcome social exclusion, basic skills deficiencies and drop-out; use new methods in the field of social and emotional development as part of the special needs program. The ultimate goal is to provide teachers with different teaching methods and share innovative practices. We defined 5 new methods to use in our project. We were able to experience only 4. Cooperative learning in Turkey in February 2019, Peer Tutoring in Italy in May 2019, Team Teaching in October 2019 in Poland, and Personalization in France in February 2020. Given the pandemic, we were not able to travel to Romania to experiment with project learning. However, each in isolation was able to work on it and we briefly discussed it during our video meeting in June 2021. Each partner applied one of these methods in their school environment, observed and evaluated the results. During the meetings, these results were observed, discussed by all partners and communicated to all. At the end of our project: 4 strategies were applied and evaluated. Based on observations and indicators of success, partners continued to use these strategies and methods in their schools. We were able to develop these new strategies for these schools in order to increase their capacity to prevent school dropout through an international collaborative partnership based on different innovative practices in each school. The project has been able to find methods to encourage the inclusion of disadvantaged students in school projects too often reserved for good college students, their inclusion in community activities and we hope in the labour market.We have used new links between formal and informal learning to offer our students solutions to problems of departure and real opportunities for their behavior. Therefore, despite the strikes and the pandemic that disrupted our project, every effort has been made to ensure that the expected results are effective. Through our project, we planned to create both short-term and long-term results, tangible and intangible. This is to have the greatest possible impact on future projects and decision-making processes:Encourage students to overcome the lack of self-esteem, the establishment of the website that will allow for continuous access to general information about project activities, progress and results, writing reports in journals, on-site signage or brochures to inform others about the project history and key results. It also has an impact on the arrangement of an event multiplier, communication, cognitive skills of at-risk students, and the effective culture of a partnership between educators, coaches, and community organizations. Only a few countries were able to implement everything.