The project is designed to uphold the Right to inclusive education for children with sensory disabilities, aligning with the principles set forth in the UN Convention on the Rights of Persons with Disabilities and with the priorities of inclusion and diversity of the Erasmus program. It aims to create equitable learning environments by addressing key challenges and fostering meaningful participation. SO1: Ensure school staff acquire the essential knowledge and practical skills needed to implement inclusive education effectively, equipping them to support students with diverse needs and foster an environment where accessibility is prioritized. SO2: Encourage the active involvement of both students and school staff in enhancing sensory accessibility within school spaces, promoting adaptations that make classrooms, learning materials, and communication methods fully accessible to all learners. SO3: Cultivate inclusive behaviors towards children with disabilities by strengthening their leadership roles and empowering their families, fostering a school culture rooted in respect, awareness, and proactive inclusion efforts.
The project was conceived and proposed with the aim to improve school inclusion for students with disabilities based on the following considerations: School staff often lack the knowledge and skills necessary to perform their educational role in an inclusive manner towards students with disabilities. In Italy, 32% of support teachers have no specific training but are still appointed because of shortage of specialized staff. The same phenomenon is found in Hungary, where is also related to the poverty of families with children with disabilities and of the territories. Schools are often not accessible: 44.9% in Italy have physical barriers, only 16% provide signage for students with hearing impairments, and just 1.5% have tactile paths for students with visual impairments. Additionally, prejudices and discrimination among peers hinder integration, causing shame and exclusion among students with disabilities. As a result, school dropout rates remain high: 20% in Italy and 23% in Hungary, compared to 10% and 12% for their non-disabled peers.