The aim of the project is to improve the efficiency of schools as a provider of special and inclusive education services in Valmiera, Vidzeme region and the country. Within the framework of this project, 4 specific but related objectives were envisaged: 1. teachers shall acquire knowledge of the development of the school environment on the basis of the principles of universal design; 2. to deepen teacher knowledge in special and inclusive pedagogies, 3. to deepen the knowledge of teachers in the use of different approaches and techniques within the scope of subjects; and the use of cross-frontal links by raising the skills of pupils, 4. Increase the capacity of the coordinators of the school administration and of the methodological areas of inclusive education - Methodists providing support to other educational institutions' educators and parents for activating international cooperation, learning positive experiences, cooperation at European level of educational institutions and the development of joint networks and projects, education of teachers and innovation in special and inclusive education.
The school has over 140 years of experience in educating children with hearing disabilities; for the last 9 years, it also works with children with mental disabilities. Pre-primary education groups shall also carry out educational programmes for children with mixed developmental disabilities, such as vision, somatic, etc. The school has acquired and uses surdo pedagogical methodologies at a high level, but there is very little international experience in working with children with mental development disabilities, and there is no experience and cooperation with EU countries. Teachers also need to learn and use the experience of EU countries and learn good practices from neighbouring countries, so the school has developed a plan to train teachers in the EU, and the plan has been implemented consistently for the second year. The following processes need to be improved and promoted at school: 1. Improve personnel and management skills, 2. teachers must undertake specific training and content, specific working methods and techniques in special and inclusive education, 3. develop basic skills for staff and learners, 4. Sustainable cross-border cooperation should be developed.