The main objective was: the teachers’ participations in training sessions in European countries with a view to creating an inclusive educational environment corresponding to the objective 5 from Europe 2020 Strategy, and to the objective 4 from the EU Strategy for youth 2019-2027- The poverty eradication among young people and the promotion of inclusion. The specific objectives were: The participation of 12 teachers between September 1st 2020 and December 30th 2022 in European training sessions in the domain of differentiated education, diversity promotion, of combatting the bullying phenomenon and of acquiring the practices of inclusive education. The development in the next 2 school years of the attitudes and competences necessary for an efficient activity in an inclusive school environment of 80% of the teachers and the auxiliary staff by producing 12 teaching materials and 12 school and extra-school activities of promoting the benefits of inclusive education; The elaboration of the Institutional Development Plan 2022- 2026, of the operational plans and of the curricular documents in the next school years in accordance with the principles of inclusive education. The increase of the prestige of our high school and of the self-esteem of the teachers involved in the training sessions by organizing at least 12 dissemination events and by developing the competences of communicating in foreign languages.
By proposing this project we searched for answers to the questions regarding the educational environment: why couldn’t all the students in the class make progress in the learning process? How could the students with different forms and levels of failure be supported? In the Swot analysis included in the Institutional Development Plan 2017-2021 we identified the following weak points: heterogeneous classes of students whose skills and school results were extremely different, the overloaded curricula that did not allow teachers to make different approaches to teaching and learning, the large number of students in the class that made difficult the process of differentiated education, the occurrence of some bullying episodes. This analysis led to the necessity of improving the following fields: the school management from the inclusive perspective, the educational environment by eliminating the episodes of bullying and the teachers’ competences with a view to approaching to the differentiated education, to the use of some anti-discriminatory teaching methods. This project offered us the opportunity to find solutions to these problems.