We wanted to collect good examples - of innovative use of space in schools. We planned to collect tangible solutions for the everyday implementation of an inclusive approach abroad and test them at home. Promoting inclusion, equality and non-discrimination both in the schools of the countries we visited and at home is a European value that we are working together to promote. We have set four objectives: 1.We wanted to get the teaching staff out of the deadlock and tell them that we had won, planned, and implemented the first Erasmus+ project for Móra School. 2. we wanted to contact institutions abroad and visit them in person with a handful of groups 3. to offer a personal experience to all colleagues who were not actively using a foreign language. 4. we were looking for easy and applicable methods that could be used almost immediately. In Austria, Finland, the Netherlands and Germany, a significant proportion of students are immigrants and arrive at school with communication difficulties at the age of 6. In the institutions we planned to visit, we wanted to observe attempts to bridge cultural and generational cooperation and social differences.
Our institution and our member institution is a leading, innovative and efficient workshop in the region, has developed the best methodologies available in several areas of its operation (e.g. the autism-specific training in Tac has been further developed, and the School District now considers us a model institution in the county). We would like to see more good practices that can be easily transferred to the everyday life of the Pólya and Móra Schools. The school management and the colleagues in the foreign language department have taken the initiative to be open to professional visits abroad with the aim of bringing home and trying out good practices. Our aim is to transfer good practice into home practice that can address socio-cultural disadvantage and right-brain thinking, building an inclusive, encouraging and appreciative environment that provides safety and protection for children with special educational needs and those who may be anxious (Roma or minority culture). The residential school is a progressive institution in the more modern, younger part of the city, while the affiliated school integrates a high proportion of Roma and neurodiverse children in a low-quality building in the city centre.