By implementing this project, we wanted to ensure that all pupils – regardless of their circumstances and support needs – could participate on an equal footing and feel that they belonged to a sustainable, cohesive class community. To this end, we chose the programme objectives ‘Inclusion and Diversity’ and ‘European Identity, Citizenship and Values’. In the area of inclusion/diversity, we broke down educational barriers, narrowed the gap between learners and reduced exclusion due to language differences. Language skills, interculturalism, tolerance, empathy and cooperative learning were systematically strengthened through differentiated learning opportunities and targeted support measures, enabling pupils to work together on topics and receive the best possible support. In the second focus area, participants consolidated their European identity through cross-border cooperation and exchange, expanded their knowledge of European countries, cultures and values, improved their foreign language skills and deepened their shared knowledge of history (including the Holocaust), democracy and peace – as a basis for active participation, human rights, the rule of law and respectful coexistence.
Empoli and St. Georgen/Gusen have been twinned for 27 years due to their shared history of striking workers being deported to the Gusen and Mauthausen concentration camps. The centrepiece of the partnership is the annual joint student exchange. The secondary schools in Empoli and St. Georgen/Gusen have already addressed many topics and developed joint ideas. In this project, we wanted to focus particularly on the topic of inclusion and empower teachers to engage with the topic and methods. Both schools have experience and expertise that has been strengthened through mutual exchange and further developed at European level. On the one hand, the topic was to be addressed in school and, on the other hand, examples were to be tested directly during the student exchange. The project supported pupils with special educational needs (dyslexia, dysgraphia, dysorthography, dyscalculia), language disadvantages, family difficulties or disabilities. Teachers were empowered through training and school exchanges, shared experiences across the EU, tested methods and reflected on them.