We wanted to form an international community of professionals in special education. In this sense, an effect of the implementation of the 3 mobility flows was the fact that I met specialists from the participating organizations in Split (Croatia), Oulu (Finland) and Antalya (Turkey). We developed professional and friendship relationships, we achieved together, exchange of professional experiences and ideas for new projects in the field of school education were generated. By participating in 2 training courses: one on soft skills and the use of mindfulness and the second, on socio-emotional learning and the practice of safety skills, the teachers enriched their theoretical knowledge, work methods and techniques, gained new skills working with students with visual impairments. Through the participation of 4 students with visual impairments in a special school in Antalya, Turkey, we managed to create a space to demonstrate the skills of independent living, to raise awareness of the values of a new cultural space. The students improved their independent life skills (orientation and mobility), English communication skills, social interaction behaviors, and digital skills.
The project idea came in a context where the need for professional training of special education teachers from Moldova Special High School, Tirgu Frumos, Romania, was very acute, especially since we wanted to create international experiences that would result new competences. We have to specify the fact that in working with students with visual sensory deficiencies, especially in recuperative-compensatory therapeutic activities, the dimensions of emotional intelligence, socio-emotional learning, soft skills, the use of mindfulness techniques, practicing safety in school and outside are important this one. In this sense, we focused on courses that offer practical methods and techniques that we can adapt. The period following the year of the pandemic was marked by increased anxiety, changes in the teacher-student-parent relationship and we wanted to improve our psycho-pedagogical approach. Another context was that of the involvement of a number of students in a short learning mobility in order to familiarize themselves with a different cultural area and to form new skills necessary for socio-emotional integration and later, in the socio- professional.