The first years in life are of critical importance to develop cognitive and non-cognitive skills, but also to develop civic attitudes towards others, so to invest in this stage of development is crucial to ensure an inclusive society. For a real social inclusion of children with SEN we need to promote more social contact between pupils with SEN and pupils without impairments. This project is focused on bringing together children with SEN and children without impairment, in a context of formal and non-formal education, offering innovative methodologies to enable the success for all learners as well as a sense of belonging. The main goal of the project is to invest on the qualification of teaching & learning, setting up a network of inclusive schools and inclusive community organisations. This will be set up and tested by a consortium of 3 schools, 2 universities, 3 NGOs, 1 foundation and 1 enterprise. The project foresees the below objectives: 1) to improve the learning quality of children, using non-formal learning and teaching environments to: promote more social contact between pupils with SEN and pupils without impairments; develop innovative learning processes guided by flexible curricula 2) to strengthen professionals’ attitudes, skills and abilities, providing them training opportunities aligned with national- and local-level policy goals for and understandings of inclusive education 3) to use an alternative learning environment - school yards - to create an innovative methodology to develop ALL CHILDREN mathematics, science and other competences (e.g. entrepreneurship and creativity) 4) to build on the existing resources following the principles of permaculture in the economy of hydric resources, soil conservation, activation of the microbiological fauna and plague protection. 5) to increase the parents’ and community’s participation by organizing local fairs of agro products in order to raise financial resources for the sustainability of the project (sell seeds and products, implementing principles of the Fair Trade). The objective is to use the yard of the school as a tool to increase teachers skills and bring all children together. This is an opportunity for formal (STEM) and non-formal education as well as quality and inclusive education. The intellectual outputs will be: IO1: Open digital platform IO2: Child-to-child peer support model IO3: Business Marketing Guide for children IO4: Guide for using mathematical concepts on school yard IO5: Guide to develop science concepts on school yard The project methodology starts with the creation of an Open Digital platform (IO1).. It will then focus on creating a child-to-child support methodology and test it (IO2). 3 guides regarding science, technology, engineering and mathematics (STEM) will then be set up and tested in a innovative and though playing. Teachers capacities will be secured with short-term trainings and regular exchanges among the partners and associated partners. The project will increase the opportunities for all children and reinforce teachers capacities while having an impact on the entire community. It will create tools such as an open digital platform, a child-to-child peer support model, a business marketing guide for children, a guide for using mathematics on school yard, 1 guide to develop science concepts on school yard. It will also reinforce teachers skills with training and training material: 1 training curricula for school project leaders (ENG + PT; ES; RO; HU;FR), a national training courses (pilots), training 30 teachers, 1 transnational training course for school project leaders, 3 short-term trainings. The project will be evaluated for all of its duration and results will be shared in a final evaluation report. A positive impact is sought not only for teachers, but also for all children (with SEN and without impairment) and stakeholders such as the parents as well as the community.
The objectives to be achieved were: 1 - improve the quality of children's learning, using non-formal learning and teaching environments to: promote more social contact between students with SEN and students without disabilities; develop innovative learning processes guided by flexible curricula; 2 - reinforce the attitudes, skills and capacities of professionals, providing them with training opportunities in line with national and local policy objectives for and understanding of inclusive education; 3 - use an alternative learning environment - schoolyards - to create an innovative methodology to develop ALL CHILDREN math, science and other skills (eg entrepreneurship and creativity); 4 - develop existing resources following the principles of permaculture in the economy of water resources, soil conservation, activation of microbiological fauna and protection against pests; 5 - Increase the participation of parents and the community through the organization of local fairs of agro-products in order to raise financial resources for the sustainability of the project.
This consortium applied for this project to achieve the following objectives: 1) improve the quality of children's learning, using non-formal learning and teaching environments; 2) strengthening the attitudes, skills and capacities of professionals in the field of inclusive education; 3) use an alternative learning environment - schoolyards - create an innovative methodology for mathematics, science, entrepreneurship, scientific design and creativity); 4) develop existing resources following permaculture principles; 5) increase parental and community participation by organizing local fairs for agricultural products. NEEDS ADDRESSED: (1) develop a shared understanding of inclusive education; (2) innovative learning processes; (3) develop innovative learning processes to deal with school failure and dropout of students from vulnerable groups, including students with disabilities; (4) ongoing professional development for inclusive education; (5) enable all school-level stakeholders to assume individual and collective responsibility for all students; (6) consider the support and resources that other organizations and communities can develop and provide inclusive education; (7) define strategies to involve parents.