The aim of our project was: to maximise the effectiveness of the correction of language disorders in children with special needs in order to optimise their school and social inclusion. O1. The improvement of the innovative and practical professional competences to European standards, in the therapy of language disorders, of 6 teachers employed at C.S.E.I. Nr.1. Tg.-Mures was achieved through the following: we were enriched with innovative ideas, new perspectives, we learned besides the theoretical part many attractive therapeutic resources and examples of good practices from European schools and Romania. We enriched the practical side of language disorder therapy with many didactic games and many variations of these games. Some of them require material resources that we managed to buy (Point of You, Punctum), as well as recommended books as a source of good practice (Carmen Ivanov: Strafurnica and his friends, Strafurnica in search of Atlantis, Six Sasi in six bags, Carmen David). At the same time, the 6 teachers improved their professional skills in other ways: by attending other training courses in language disorder therapy, by reading specialist articles and books. Also, we improved our digital skills (we learned new applications: Canva, Course Audacity, WavePad, which we can use in editing presentations, assessing/recording students' voices) and project management skills. Four of us have acquired a Master's degree, in our field of study: Educational Sciences, Program of study: Quality Assurance in Education, in "Dimitrie Cantemir" University. O2. Diversification of methods, procedures and techniques used in the therapeutic intervention for the correction of oral and written language disorders, as well as in the development of communication: in the first mobility we diversified the speech therapy methods, procedures and techniques, and the second mobility brought in addition the learning of methods, procedures and techniques used in drama). O3. We have developed five models of intervention programmes corresponding to different language disorders, which were also reflected in the training course theme. These intervention models are the following: intervention model in language delay (developed by Prof. Moldovan Mihaela), in dyslexia-dysgraphia (Prof. Vida Erika), in dysarthria (Prof. Grec Claudia-Doina), in elective mutism (Prof. Simon Gyongyver), in social disorder (Prof. Murvai Cristina and Moga Anisoara). O4. We have improved cooperation and mobility between at least three EU countries. This objective was also included in the Institutional Development Plan for 2020-2025. Through social networks we have followed and appreciated the activities carried out in the institutions of fellow students, we are members of several Erasmus+ groups on Facebook. O5. Improvement of language skills for 6 teachers: colleagues went through training courses, they read articles in English, they used applications to practice/activate English, we used English during the course, in communication and cooperation with professionals from other countries participating in the two courses. The project was an opportunity to practice life-long learning and consistently show interest in using English for professional and personal development.
Our Erasmus+ project "My chance to speak correctly" 2019-1-RO01-KA101-062007, was carried out by CSEI Nr. 1. Targu Mures, being a project of Key Action 1, mobility in school education. Our partners involved in the project were: National Agency and the providers of the two courses iTeach International Training & Learning Institute, from Turkey, Ankara. The project "My chance to speak correctly" aimed at the inclusion of students with special educational needs (students with different language disorders of CSEI No. 1 Targu Mures), and the mobility aimed at improving the skills of teachers, primarily speech specialists, to work with students with different language disorders, having moderate or severe mental disabilities, to ensure their social inclusion. Our project was complementary to two other Erasmus+ projects, run in our centre, which also dealt with the issue of social integration of students with special problems. The first target group consisted of five psycho-pedagogical teachers, speech therapists, support teacher. Initially only one mobility was planned, but the pandemic situation made it necessary to organize two mobilities, in which six teachers took part in total. The mobility in Helsinki was rescheduled several times, finally the first course: "Speech Therapy: Stop the Silence" was organised in Prague, Czech Republic, on 4-13th October 2021, the duration of the mobility course being 10 days, and the second one: "Classroom as a Stage: Using Drama in Education Process", in Paris, France, on 7-11th March 2022, the duration of the mobility course being 5 days. The key action areas of the project were: Management domain: -complex assessment and speech therapy diagnosis of children with special needs was largely achieved, the course material containing a lot of information related to differential diagnosis between similar language disorders. At the same time, the speech therapists of the centre have structured their evaluation tests more consciously, they have also looked for other beneficial tests for the pupils of the school, and the institution has bought other tests for the evaluation of writing and reading for pupils with dyslexia-dysgraphia, because in the centre most of the pupils also have dyslexia-dysgraphia associated with mental deficiency. - the correct diagnosis in corrective-compensatory and corrective speech therapy activities has been fully achieved, which is also supported by the fact that during the implementation of the project the centre's speech therapists attended other training courses besides the Erasmus+ course. - the most of the intervention plan efficiency was achieved, the Erasmus+ course completing the participants' knowledge with a lot of valuable information on the less common language disorders. Curriculum area: - besides the specific methods, procedures and strategies usually used by speech therapists, some specific methods learned at different training courses in the country and abroad, the Erasmus+ course material has made conscious and emphasized the use of the didactic game method in the therapy of language disorders, being one of the most important methods, the one that can create from our activity a "special time" even with these children, with different moderate/severe disorders.