This project aimed to increase the level of inclusion of all students, responding to their diversity and complexity, and to stimulate research and development of innovative and motivating pedagogies to improve pedagogical methods and school management, create positive working environments that lead to significant learning and enable all students to acquire the essential skills for their school cycle and in line with the profile of the student for the 21st century. The objectives to be achieved were Objective 1 - To respond to diversity, primarily in the classroom context, by gradually moving from the traditional model to the inclusive model over a period of two years. Objective 2 - To explore and develop innovative pedagogies to improve pedagogical and school management methods and practices in response to diversity over a two-year period. The identification of these needs and the priority given to addressing them has led to the development of a training plan aimed at meeting individual, professional and institutional needs through activities developed in a complementary manner at local (peer training in the school itself), national and international levels.
From the analysis of AEVID's needs, referred to in the Educational Project, the Director's Mission Letter, the Inspection Guidelines and the Training Plan drawn up by the Margens do Guadiana Training Centre in accordance with the European Development Plan, problems have been identified that are essentially related to difficulties in the generalised implementation of inclusive educational practices, linked to low motivation and pedagogical innovation. The following difficulties were mentioned: the ageing of the teaching and non-teaching staff, the non-recognition and devaluation of the profession as an obstacle to motivation and pedagogical innovation, resistance to change, the difficulty of managing classroom activities with students with measures to support learning and inclusion, insecurity in the use of technological and digital tools, difficulty in innovating and applying collaborative working methodologies among students and in the creation of projects. Therefore, to meet the training needs of teaching and non-teaching staff (individual, professional and institutional), differentiated pedagogy, motivation and innovation were considered as key areas in this project, promoter of inclusive education.