ERASMUS+ ACTION KA2
SCHOOL TO SCHOOL PARTNERSHIP
n. 2014-1-IT02-KA201-003491_1
“Europe for Inclusion”
Protocol for Students with Special needs
ERASMUS+ ACTION KA2
SCHOOL TO SCHOOL PARTNERSHIP
“Europe for Inclusion”
Protocol for Students with Special needs
ITALY – ISTITUTO COMPRENSIVO SAN DONATO coordinating school
FRANCE - COLLEGE JEAN JAURES
LATVIA – TAUTSKOLA 99 BALTIE ZIRGI DRUSTI
LITHUANIA – JIEZNAS GYMNASIUM
POLAND – SZKOLA PODSTAWOWA NR 7 IM. WOJSKA POLSKIEGO
PORTUGAL – AGRUPAMENTO DE ESCOLAS COIMBRA SUL
ROMANIA – SCOALA GIMNAZIALA, “I. I. MIRONESCU” TAZLAU
TURKEY – GAP KIZ ANADOLU LISESI
Shared presupposition among the school involved in the
project
Early school leaving is a hot topic in all Europe
A high percentage of students show a low motivation
towards school and sometimes difficulties in living
inside it
Very often this negative reaction is due to
A BAD QUALITY OF THE SCHOOL INCLUSIVE PLAN
Our strategic partnership is aimed at developing
initiatives to promote young people’s social inclusion
and well-being at school
HOW?
improving students’ key-competences
THROUGH
the revision and strengthness of the teaching
professions
Step by step we have worked at the elaboration of an
Organic Protocol for the Inclusion of Students with
Special Needs
with the aim to change attitudes, approaches and
methodologies inside our schools
The project implies a detailed examination of how the
obstacles to learning and to each student’s participation
can be overcome
•Orphans
•Students belonging to very poor/deprived families
•Immigrants
•Nomads
•Students with disabilites
•Students with affective problems ( lack of self-esteem, anxiety without self-control, low
motivation, eating disorders)
•Students with cognitive delays
•Students with mood and behaviour disorders ( showing aggressive, limit-crossing
behaviour, bullying, depression )
•Students with scholastic skill disorders
The inclusive development in our schools has been based on a research procedure
which
has the purpouse of promoting a serious school
self-assessment and self-development
An inclusive approach in schools calls for important changes at organizative and
managerial level
The scientific framework to our project is defined inside the following Guide Lines:
“Index for Inclusion” by Booth and Ainscow, published in 2000
The kit for the QUADIS pedagogical quality of inclusion self-assessment,
elaborated by a research group from Lombardy Region ( Italy )
Since September 2014, the partnership has been
following the development process defined in the 5
phases of INDEX:
1. Starting using Index
2. Analysis of the level of inclusion in the school
3. Elaboration of an Annual Inclusion Plan
4. Working on priorities
5. Revision of the process with Index
Development of a curriculum attentive to diversity and to the promotion of inclusive formative
plans
An inclusive school offers inclusive lessons
In its third year, the project foreseens the elaboration of Teachers’ Recommendations with a range of
inclusive lessons
(with structure, methodological and organizative and evaluation)
Learning, Teaching and Training Activities
The idea is to experiment inclusive lessons based on different methodological approaches to try out during
the training sessions organized in the different countries involved.
The LTT activities are conducted by specialized teachers working in the schools of the partnership.
All the school involved share all the varieties of special needs previously listed, but each of them has
developed a special ability in some peculiar aspects of the Special Educative Needs.
“Explotation” of our European collegues’s competences and Government financial investments in teacher
training
Teachers will have to ref lect on the application of the didactic, methodological and evaluative strategies
to apply
Structuring Specific Training Courses for Teachers
The six training sessions planned have foreseen :
TRAINING interventions ( phase of the professional advice and familiarization with
contents and tools )
combined with
COACHING support (actions both backing and supporting pedagogically and on the
organizative point of view during the whole training sessions)
After the training sessions, teachers try out an inclusive lesson with the local students.
The training sessions are interactive, based on discussions among all the partner groups
The group work assure the developing of sharing, counseling and training on the
methodologies and the didactic tools adopted and to be adopted.
The host school coordinator tutors the training session so that the activities can be
interactive and learner-centred
An inclusive way of teaching and learning
1st day: introduction to the theoretical and normative framework
2nd day: introduction to example of inclusive activities : lab
3rd day: producing an inclusive lesson in group -work modality: laboratorial work
4th day: testing lessons previously planned by the host country in the classes
with the local students
5th day: Assessment and transferability
Teachers have to fill in a TRAINEE'S JOURNAL, a tool elaborated by the Scientific
Committee in order to give an answer to the different levels of competences and
formative teachers' needs.
The assessment of the LTT activities is carried out thanks to a Quality Manual:
booklet of assessment instruments for the LTT Activities elaborated by the
Scientific Transnational Committee
Starting using INDEX
Creation of the project website
First
Year
Activities
2014 - 2015
C.1. First Learning, Teaching, Training activity: "How can we improve our teaching methods to make
students with dysgraphia, dyslexia and discalculia more successful in our schools?” Italy
Working at the comparison among the different school systems involved related to the area of
children with special needs’ inclusion
Elaboration of the project logo to assure more visibility and homogeneity to the project
First Transnational project meeting in Romania
Analysis of school: elaboration, sharing and implementation of questionnaires for the self-analysis of
inclusion quality in our schools.
Definition of a group for the internal analysis
Collection of data, needs identification, analysis of possible causes
Communication of the results of analysis carried out and definition of priority
C.2.Second Learning, Teaching, Training activity: "Practical trainings and methods: How to practically
work in classes with mixed-up abilities: you can shape your concentration, memory and attention"
Poland
Second
Year
C.3.Third Learning, Teaching, Training activity: ""How to make an allophone
student member of the class" "France
Elaboration of the Annual Inclusion Plan Model
Elaboration of the Common Annual Inclusion Plan
Elaboration of a Special Education Needs Identification Card
Activities
2015- 2016
C.4.Fourth Learning, Teaching, Training activity: "Education, diversity and
curricular flexibility: knots and loops in communication - Dealing
with complex communication needs" Portugal
Evaluation activity and report to our National Agency
Dissemination Day Sassari – 6th June 2016
Starting elaborating Recommendations for Teachers related to the area investigated during the Learning,
Teaching, Training activity already carried out
( Italy, Poland, France, Portugal )
Starting planning inclusive Learning Didactic Unit ( Romania, Turkey )
Third
Year
Activities
2016 - 2017
Dissemination day - Citizenship: A new ethic for the 21ST Century in Florence 21-23 September 2016
C.5.Fifth Learning, Teaching, Training activity: "Didactic methods to prevent youth psychological mood
disorders" ( Lithuania )
Elaborating Recommendations for Teachers related to the area investigated during the Learning, Teaching,
Training activity already carried out (Lithuania )
Planning inclusive Learning Didactic Unit ( Romania, Turkey )
C.6.Sixth Learning, Teaching, Training activity: "Didactic methods to teach in classes where children with
different problems leading to bad behaviour are present" ( Latvia )
Elaborating Recommendations for Teachers related to the area investigated during the Learning, Teaching,
Training activity already carried out (Latvia )
Planning inclusive Learning Didactic Unit ( Romania, Turkey )
Second Transnational Meeting in Italy
Dissemination day – Sassari in collaboration with USR Sardegna and School Inclusion Groups of Sassari
Province
Products
General Assessment Manual
Quality Manual: booklet of assessment instruments for the LTT Activities
of
the
Project
Learning, Teaching, Training Course Programmes (6)
Trainee’s Journals (6)
Transnational reports on the Learning, Teaching, Training Course carried out (6)
Transnational report on the lessons observed (6)
PPP of the lessons held (6)
Questionnaires from Quadis used for the inclusion level analysis
Report on the inclusion level analysis in the schools involved in the project
Brief description of the C. Activity held
(9)
Products
Report on the normative framework regarding inclusion in the countries involved
Procedures reports ( 9 )
of
the
Protocols Recommendations for teachers on the inclusive thematic carried out
Brochure dissemination day June 2016
Annual Inclusive Plan
Project
Website www.europeforinclusion.com
Book Marker Dissemination day 6TH June 2016
Logo
Dissemination day June 2017
Final evaluation of the project
Links
http://www.europeforinclusion.com/
http://www.icsandonato.gov.it/erasmus/europe-for-inclusion/
http://www.jieznogimnazija.lt/
http://sp7.leszno.net/wspieranie-rozwoju/projekty/erasmus.html
www.scoalatazlau.ro
https://live.etwinning.net