- Inclusion is the highest priority of this project. We wanted to raise awareness and train teachers and students to help our disadvantaged students to become protagonists, giving them the opportunity to go to other countries despite their barriers. - Active participation of students. We wanted to foster school mediation, the figure of the student tutor and projects that promoted respect and tolerance. - Increasing the use of ICTs. Teachers needed a boost to do this, but our students felt comfortable and demanded the use of technology. However, we had to facilitate access to technology to the most disadvantaged students. - Internationalizing our school. We wanted our students to feel part of a common European space where a vast range of cultures coexist, and to offer mobility opportunities to our most disadvantaged students. For this reason, we wanted students and teachers to get to know other realities, learn how inclusion is managed, what activities can be carried out and how students are involved. - Improving linguistic skills. To achieve this, it is essential to train teachers so that the use of the second language does not become a problem and to be able to consolidate and reinforce bilingualism in our school.
IES Alba Longa is a state secondary school in Armilla, a city near Granada, with 697 students from 12 to 18 years old and a staff made up of 70 teachers, 2 janitors, 1 administrative officer and a cleaning team of 3 people. We offer four grades of Compulsory Secondary Education (ESO), two grades of High Secondary Education (Bachillerato) and two grades of Basic Vocational Training. In addition, we have different educational programs to attend students with special needs in 2nd, 3rd and 4th grades, a Special Education classroom and a Temporary Linguistic Adaptation Classroom for recently arrived foreigners who do not know Spanish. This project arises from the need for acceptance and attention to diversity and it was specially designed for Compulsory Education, where differentiation is most noticeable. At the beginning, 10% of our students were immigrants, 43 were Spanish children whose parents were immigrants and 8 were just arrived immigrants. Regarding educational needs, 77 students had specific needs for educational support, 34 had learning difficulties, 16 had special educational needs, 11 had needs for educational compensation and 24 were gifted children.