By implementing this project we wanted to reduce the risk of school dropout after the epidemiological context caused by the Covid 19 epidemic, but also to contribute to the development of digital skills of school specialists by participating in two types of training activities: in the prevention of school dropout through the accumulation of theoretical and practical knowledge and training of digital skills using various tools, software and attractive programs. The two types of vocational training activities have been achieved through a total of 24 mobilities in four structured courses offered by four course providers from EU member countries. Through the implementation of this project we want to increase the degree and the way ICT tools are used in our institution by making their use more efficient after the specific training courses. On the other hand, the experience gained in the project activities will lead to the creation of a European vision and broadening the horizons of the school community through the development of practices and programs necessary in the recovery of children with disabilities and the adaptation of the educational act to European standards.
Special Secondary School Pascani provides educational and therapeutic services to students with mental and related disabilities in the Pascani area, within the primary and secondary school program, but also through home and integrated education. The beneficiaries of the services are children from families with social risk (poverty, alcoholism, single-parent families, unemployment, etc.). In the last period, a large share of children with severe and associated disabilities (15 out of 18 classes) and students with autism spectrum disorders (30%). The project was written after the pandemic when the pupils benefited from online learning and taking into account their particularities, the low level of digital competences of the parents we registered a low involvement in the educational and therapeutic process carried out in the online environment. After the return to the physical format, we noticed a lower number of students participating in physical courses, which implicitly led to an increase in the dropout rate. At the same time we found real difficulties for teachers of different specialties to adapt their therapeutic educational approach to the online school, due to the lack of educational resources, the difficulty of using them.