1.Development of adapted teaching skills for 40 teachers, in order to apply specific teaching-learning methods for students with disabilities, to facilitate their inclusion and their educational success, through a training course for teachers; 2.Increasing the academic achievements of children with special educational needs, by applying individual and group learning activities, inspired by 4 adapted teaching methodologies developed through the project, concerning mother tongue and mathematics/science competencies, at two age levels, helping students with special needs; 3. Skills development in typical students, in order to accept diversity in school and the inclusive, non-discriminatory attitudes, within the partnership. In the classes where students with special needs learn, 40 inclusion workshops were developed by: teacher specialists, school counselors, volunteers, NGO specialists, support teachers and other resources from the local or professional community; 4. Enriching methodological resources in the field of inclusive education for partner schools by developing a good practices guide for teachers, with educational strategies for students with special educational needs (SEN).
Statistics show that the number of children with special needs is increasing globally (example, at 37 children, 1 has autism - Save the Children statistics). The partners are educational institutions for typical students also including students with special needs and have encountered various situations in which teachers' skills to manage the problems of students with disabilities were not sufficient or they missing educational resources for adapted teaching. Partners had difficulties to include students with disabilities in groups and developing skills in students with disabilities in general schools. The partners needed to identify strategies that would ensure students with special needs a subsequent path of good social integration, access to higher education (high school, vocational education, etc.), and the development of self-confidence and motivation, as well as access to successful models. The partners identified the need to increase the non-discriminatory dimension of the school, tolerance and unconditional acceptance of students with special needs, avoiding bullying. The need for adapted teaching resources, specific to students with disabilities,was also identified in the partner units,as well as for educational resources.