Early Education for Inclusion Erasmus Project

Project Title

Early Education for Inclusion

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 school education

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; Inclusion – equity; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

The Early Education for Inclusion (RISE) project arose with the idea of ​​responding to students with special learning needs from migrant families, who encountered problems when they entered the educational system of the country to which they had migrated, mainly due to ignorance of the language. Likewise, they wanted to respond to those boys and girls who had other types of special needs: intellectual, physical … All the participating countries have this type of student body and we considered it important to work together to give them a global and inclusive response. The problem of migration is something at the global level and sometimes the authorities are overwhelmed and with insufficient capacity to provide a social response to these people, so educational centers must try to supply that response in some way so that children and their families do not they feel even more isolated. From the above it is understood that the main objective of our project is to develop the technical and institutional capacity of all participating countries to improve the situation of children from immigrant or repatriated families with special educational needs and learning difficulties, identifying and implementing a inclusive and inclusive educational program. In the project we participated 6 schools from different European countries plus an institution of care for people with NEAE, which we worked for three years different activities and innovative methods that served to respond to the needs of our students by improving their motivation to learn and breaking language barriers. The number of participating teachers was around 160 and our target group numbered around 400 students from all partner countries. The project activities and the obligations and responsibilities specified in the form were reviewed and accepted by all partners. With the approval of the project, one was created in eTwinning with the same name to work simultaneously. All activities were presented on eTwinning and Twinspace and were successfully carried out at the same time. Groups of Erasmus + and eTwinning students were formed as project work teams, which disseminated it in meetings organized for our colleagues and students. Our coordinator constantly monitored local activities, division of labor, surveys, and quality improvement activities on the platform. Moving our project to eTwinning has facilitated collaboration and strengthened communication between partners. Informative presentations on the platform and its operation were made at all mobilities. In order for our activities to reach a wider audience, actions were also carried out from our website and social networks. The project activities were completed as planned until the period of the pandemic, after which two of the international mobilities were suspended and there were also interruptions in the activities that had to be carried out with our children in person, although they continued working with them telematically. The partners also kept in touch and several online meetings were organized. Even so, the schedule established to make the traditional legends was continued and it was finished, despite the difficulties caused by the suspension of face-to-face classes due to the Coronavirus. We worked with the E-book application and all the stories were collected and presented in a single book, which was printed and disseminated among the students, families and various institutions. We also published another book that collected all the traditional games seen and played with children in schools. The results achieved as well as the impact achieved not only on the educational process of our students and on the centers, but also on other people and institutions thanks to the dissemination we have made have been quite positive. These results were evaluated through surveys and shared on the eTwinning platform. We consider that they have been very relevant and that it has been possible to reach stakeholders. The benefits have been seen since we have begun to work in an inclusive way, our students have been more motivated and their learning process has been improving little by little. This in the long term will also be beneficial because we will be able to have happier children, more involved in their educational process and that they come to the center more motivated. In addition, the differences that may exist between students will be reduced, whatever their origin or specific learning need.

EU Grant (Eur)

Funding of the project from EU: 126663,88 Eur

Project Coordinator

CEIP Playa de Mogán & Country: ES

Project Partners

• I.C.S.”G.Marconi”
• Karaali Sehit Osman Karagli ilkokulu
• AETOI THESSALONIKIS
• Szkola Podstawowa nr 4 im. Jana Pawla II w Lubartowie
• Scoala Gimnaziala Nr.28 Galati
• Ecole Condorcet