Our main aim was the psychosocial empowerment of children from disadvantaged backgrounds and children with low learning readiness due to learning difficulties. Our aim was to encourage the active participation of all children in the learning process and to ensure the creation of a safe space for verbal and emotional expression mainly through experiential activities. Our goal has been twofold. First, to empower, in the direction of building positive identities and strengthening their academic abilities, students who come from disadvantaged backgrounds, have learning learning difficulties, or have a different religious or racial identification from the dominant group. Second, to help students belonging to the dominant culture to both adopt and maintain an attitude of openness to difference, radically dismantling stereotypes and fear of otherness; and on the other hand, to acquire skills for conflict resolution and negotiation of different views and attitudes.
In the context of this project, our aim was to create a flexible framework that would allow each student to follow his/her own paths, his/her own rhythms, his/her own ways of learning, but also to share his/her learning experiences with others. We also sought to renegotiate with our students the rules and values of school reality in the direction of mutual respect and the creation of multiple opportunities for all. Taking into account society's growing expectations for effective education, we sought to create a school in which all children enjoy equal opportunities for academic and personal development. We have therefore attempted to revise our pedagogical practices so that, respecting the right to diversity, we can organize a School for All, a school that promotes Respect and Acceptance. Considering that these educational breakthroughs are based on professionals who will implement and support specific changes in their daily practice, and recognizing at the same time the inadequacy of our school's teaching staff in updated knowledge and skills in the field of Inclusive Education, we proposed the attendance of four seminars by four groups of teachers with distinct but complementary topics and specific objectives.