Inclusive education is a key axis in the school unit's effort to address learning barriers that prevent students with special characteristics from participating effectively in the educational process (ethnicity, language, social background, special needs, etc.), since inclusive education includes a range of practices so that schools can cope with children's diversity and treat them equally. In this context, it is necessary to train and contact staff with effective methodological approaches and practices that make teaching and learning more effective for all children in an inclusive school. At the same time, the integration of new technologies leads to better teaching and learning outcomes, but requires the digital development of teachers' competences. In this context, the digital development of teachers' competences is a key pillar of the Programme.
Our School belongs to Primary Education (children 6-12 years old). Its main objective is to organize, ensure and offer to all children such opportunities so that they develop in a balanced way in the cognitive, emotional and psychomotor field (purpose of the Ministry of Education, Sports and Youth). The School, within this framework, has developed Action Plans to achieve the above objectives, which are also relevant to the subject of the application. Specifically, it provides remedial teaching to children with migrant biography, Special Education, children with learning and other difficulties, actions in relation to children who are on the spectrum of illiteracy. It organizes various inclusive / literacy activities activating parents, students and other external partners. The integration of digital technology is a key pillar. During the 2022-2023 school year, 208 children aged 6-12 are attending, distributed in 11 classes. There are 24 full-time teachers. In all classes there is an assistant teacher (ACTION+ Program). 82% of the children are Greek Cypriots and 18% are children with a migrant biography. Of all children with immigrant biography, 66% come from European Union countries. The remaining 33% come from Arab countries.