We had as specific objectives: 1. Train supervisors and middle managers for new management and communication models, with repercussions in terms of internal training and school management itself 2. Promote the professional development of teaching and non-teaching staff, with regard to the members of EMAEI, with repercussions in terms of peer training. It was intended to deepen knowledge about ways of organizing services and responses in the field of special education. 3. Increase the quality of educational responses within the scope of Inclusion, with the increase and diversification of intervention projects, based on the training of psychologists, within the scope of the design of inclusive educational environments. 4. Reinforce the cooperative spirit with our stakeholders, in particular with the CRI of CEERIA. 5. Train key elements in the Group's educational projects, with knowledge in the field of ICT, so that we can encourage innovative pedagogical practices in our teaching staff 6. Promote the acquisition of skills, competences and knowledge that favor the internationalization process of the Group, with the structuring of training actions for key elements in the dynamics of European projects
Over the past few years, we have felt a strong training in specific training for the teacher of our grouping and not the theme of the inclusion of our grouping, leveraged after the implementation of DL 54 and 55 of 2018, which required an entire inclusion of the level of processes and processes pedagogical. To see in European projects an added value and a window of opportunities for learning through the sharing of knowledge and practices. This was already our partnership with projects carried out through projects and partnerships in which we were involved. So with regard to this first Erasmus + project/application, we considered to privilege the training of staff and non-teaching staff, while we prepare projects in a 'ground' that is intended to be 'fertile' in ideas, good practices, focused on Inclusion - that is, , manage to educate that will organize the learning profiles of our community to meet the learning heterogeneity, whether it is composed of students with special learning, with learning difficulties, with adaptable learning response or cultural references.