By implementing the project partners wanted to achieve different results, that are not easy to be measured, but they are very important in a long-term perspective: • To increase awareness about the importance of the principals of inclusive education, opportunities and benefits it brings to all learners, and to the society in long run. • To improve teachers’ and SEN staff's competences and teamwork skills; to provoke their wish to seek new innovative approaches for teaching in the inclusive classroom. • To support the process of early identification of potential learning difficulties, providing teachers and SEN staff with an easy to use tool (COTIC Screening Tool). • To support students with LD with the opportunity to be fully engaged in the classroom work, providing their teachers with a set of adapted educational materials (COTIC Worksheets). • To provide all interested parties with theoretical and practical knowledge, offering a well-structured and freely available e-learning course. • To develop a national and international network of teachers and specialists, who can work together in order to find the best way for providing all children the chance to reveal their full potential
The problem COTIC project addressed is of great importance not only for the chosen target groups (primary school teachers and SEN staff) but for much wider auditory and for the society in general. It is important to remember that inclusive education is not just having all students in the same class/school regardless their physical, emotional, intellectual abilities, their social situation, their cultural, ethnical or religion specifics. Inclusive education means that all students are supported to learn, contribute and participate in all aspects of the school life, and they have equal opportunities to do so. One of the key features of the IE is having teachers with proper knowledge who work together with the SEN staff and parents to determine the most effective ways of providing a quality education to all children in an inclusive environment. The ideal IE practice involves the teamwork of the class teacher, the SEN teacher, psychologists – three parties called upon to put into practice the principles of IE. To do that, they need to work in close collaboration with each other, as a team, because only this way the effectiveness of the provided to SEN students support, can be increased. The results of the Survey done at the preparato