We wanted to: 1. implement methods, tools, solutions, strategies, adaptations, etc. that integrate SEN pupils educationally with the rest of the class and equalise the SEN pupils' chances of educational success. 2. improve the effectiveness of the work and cooperation within the school, take care of the psychological well-being of the staff, prevent burnout and routine. 3. to know the causes and consequences of relationship problems, to shape emotional self-awareness, attitudes and skills towards self-development/emotional well-being. 4. improve the quality of teaching/learning by improving the linguistic and methodical competence of the staff in international project teaching in order to implement the organisation's internationalisation strategy.
Small non-public school in a town with an underdeveloped network of services: public transport, cultural centres. Investment in learning is not a priority for local residents; the school needs to ensure that it is innovative and attractive compared to the public school offer. Situation of the school: 19% of pupils in need of psycho-educational support burdened by educational failure; unsatisfactory knowledge of English among teachers of subjects other than foreign languages and thus low activity in terms of involvement in international eTwinning projects. The project addresses the needs of an increasing number of SEN pupils with various neurodevelopmental disorders: SEN pupils requiring so-called adaptations in the teaching process and in the testing of knowledge and skills are either excluded from class work or included in class work, but without adaptations - we want to be an inclusive school; a significant number of teachers do not understand how to work with SEN pupils. We have diagnosed a lack of coherence and therefore effectiveness in different areas of our activities. We want to equip staff with attractive/effective teaching methods, based on ICT and English, taking into account the account the achievements of neurodidac.