We wanted to: LEARN about EDU programs &innovative methods using ICT, which required upgrading the IT skills of teachers through specialized courses, at the same time be mindful of the dangers of media & the Internet, addictions eg. phonoholism. PREVENT stress, aggression, difficulties in communication between students & teachers, through methods that educate in good expression of needs, discharging emotions, which required acquisition of stress management skills, attentiveness training, new methods by teachers. IMPROVE the management language competence & professional communication skills (English at B1 level), in order to better manage international projects by the director in the future, more freely establish foreign contacts, increase youth participation in international projects. IMPROVE the language competence of students, INCREASE the methodological competence of teachers through participation in international projects in the field of teaching a profession at the European professional level, where English language skills are crucial. IMPLEMENT the project within the framework of strategic partnership KA229 -to appear as a partner in European projects, which was hindered by the language deficiencies of students and teachers
The project was based on the European Development Plan, and the motivation for its implementation grew out of the needs & deficiencies our facility faced. At the outset, we set goals, formulated on the basis of a deep analysis of the school environment, the needs of staff, learning outcomes, which proved to be realistic. As expected, the expansion of knowledge, skills, linguistic competence of participants contributed to the development of the school, and the adoption of European values, i.e. multiculturalism, freedom, tolerance, gave it a European dimension, and students and teachers a sense of belonging to Europe. The biggest problems that we wanted to eliminate by undertaking the project were to expand the arsenal of working with disabled students with activating, modern methods. Teachers needed to acquire skills, acquire tools to support the teaching process. We observed that both teachers and students are exposed to stress, rush, lack of tools for more attentive experiencing of reality, working with emotions. Thanks to participation in the project, we can effectively work with new methods to level out stress, anxiety and aggression in students with disabilities. The result is better learning and development results.