INCLUSIVE LEARNING FOR STUDENTS Erasmus Project

Project Title

INCLUSIVE LEARNING FOR STUDENTS

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; ICT – new technologies – digital competences; Inclusion – equity

Project Summary

This project includes five primary schools from UK, IT, PL, GR, TR. It will be applied with the pupils aged between 7-15.
The project focuses on the problem of social exclusion (in terms of lacking basic skills). In order to reach this goal of inclusion we will practise new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.

This application refers to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent children succeeding at school.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic surveys which evaluate these four obstacles. We came to the following conclusions: in UK, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 obstacle. In Polish and Italian schools, “lack of social inclusion and basic skills” of the students are seen as the most important problems which prevent students from achieving academic success. In Turkish and Greek schools “2-lack of basic skills, 3-lack of parental support, 4-lack of socio-economic needs” stands for the first reason for failure.

Besides, each school has different good practices in their school curriculum (see related sections). The students will be observed and followed by the teachers and best practice will be transferred across schools after evaluation.

The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems.

Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools.

OBJECTIVES
-to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society.
-to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out.
-to conduct new methods in the field of social and emotional child development as part of students with special educational needs’ practical curriculum.
-to give teachers different methods of education and share the good practices.

NUMBER AND PROFILE OF THE PARTICIPANTS
Students/teenagers: The project will take excluded students in the centre, so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected.
Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.
Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will be indirectly affected.
Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening.
Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community.

RESULTS AND IMPACTS
Through our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.

EU Grant (Eur)

Funding of the project from EU: 106240 Eur

Project Coordinator

Kingsmoor Academy & Country: UK

Project Partners

• ISTITUTO COMPRENSIVO N. 2
• 3rd Primary School of Chios
• Szkola Podstawowa w Blizanowie
• CAGDAS YASAM TURKAN TUTUMLUER ILKOKULU