The implementation of the project was to: - to enable the adaptation of the forms of educational work and the forms of psychological support for students with multiple disabilities. - increase the participants' competences in working with students with hearing impairment and other disabilities, e.g. Asperger's syndrome, autism, intellectual disability, - increase the educational offer of the school and make it more attractive, - indirectly contribute to the development of creativity and innovation among students thanks to the use of effective working methods by teachers. Participation in the project created an opportunity for professional development through learning about working methods in foreign institutions. Thanks to the project, we wanted to learn about European standards of work with disabled students, which could improve the quality of school work thanks to the possibility of applying good practices. Participation in foreign training is an attractive form of improvement, which influences positive motivation and prevents burnout, because it adds an element of novelty. Moreover, the implementation of the project provided an opportunity to gain the image of the school as a learning organization, open to new developments and international cooperation.
For many years, our facility has educated people who have hard hearing disorders including deaf at all educational levels. We were looking for new opportunieties to develop us as a eductional centre for disable and giving our students new perspectives .The increasing number of students referred to our facility with a certificate of the need for special education due to Autism and Asperger Syndrome, made us look for a different approach to the above-mentioned disability than the one we know from literature, courses, training and studies available in Poland . Working with disabled children, we know that in many European countries working with such students is different in many ways. That is why we started looking for an organization that would organize a course for us as part of the ERASMUS + project. We chose Great Britain because of the subjective approach to autism, in terms of neurodiversity, meaning that there are different models of human development, not just the right one to which mismatched individuals must be adjusted, repaired or cured. The consequence is the need for individual work with the student, extracting his strengths and resources while taking into account the type of perception of reality. Learning about new practices in this area was the goal of mobility.