Exchange of good practices on handling students with learning, integration and behaviour difficulties Erasmus Project

Project Title

Exchange of good practices on handling students with learning, integration and behaviour difficulties

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 2016

Project Topics

This project is related with these Project Topics: Disabilities – special needs; Pedagogy and didactics; Inclusion – equity

Project Summary

Turkey
The talent management center is developed and suits students’ interests.Children at the age of 9
participate in talent identification programme.Students are developed in their identified
development area in the development center where they are transported in scholl buses on a weekly
basis. Not only talent management is emphasized but the personal improvement as well.Students
with special needs are brought to the development center every week where they take part in one-
to-one courses. Their educational tools are excellent and their equipment is modern.The daily
workload of students is optimal and their social perception is very good Students with special needs
also need to acquire an occupation to be active in society.
Italy
The accepting, inclusive atmosphere is characterized by education in all areas, not only with students
with learning and integration difficulties and students with special needs, but also with non-Italian
students due to the migration crisis.Several teachers led the lesson, actively helping each other's
work as partners. We have also tried this practice in the field of teaching a foreign language at a
lower level. Unfortunately, because of the lack of human resources, this is not possible in our school.
In addition, students’ learning process was helped by a special education teacher and a psychologist
All children had a value for them, and they were happy with their success. As an example of this, our
faculty took part in sensory training, the benefits of which we will experience in the future. The
material conditions also provided outstanding support for the learning process.
Romania
We learned about the usefulness of small group classes where a lot of emphasis is put on the
development of social competences.We were very pleased to see the importance of German
language teaching in elementary and secondary schools.We had the chance to get to know the very
details of Romanian educational policy and the methods of working with students with SEN The
Romaninan educational system resembles Hungarian educational system the most. We successfully
use music and movement as a development tool which is one of our strenghts.
Spain
Here we have seen a fine example of cooperative occupation.When pupils are groupped their
interests are the basic criterium because children with similar intersets can communicate with each
other much easier and thus they acquire social cooperation which help them in their learning process
and later they can do better in life. In order to successfully implement co-operative occupation, we
also intend to include the”same interest” as a sorting group.
Pupils strive to solve problems rather than search for them. In the philosophy lesson of the partner
institution, the students formulated the task of the school that is to help them in the learning
process.
Developments are carried out at different levels where learners can solve their tasks in a self-
conscious way. This is an idea which can be acquiered here in Hungary, too.Both English and Spanish have
been involved in the daily teaching of subjects. Bilingualism is applied in a way that the curriculum is
taught int he mother tongue and then it will be translated into English.This could also be useful for
Hungarian practice, and could be implemented successfully.The Spanish education is characterized
by a healthy load of pupils, there is no compulsory afternoon occupation, extra-curricular education
is optional for the pupils, and it is interesting to note that it is financed by themselves.
Summary
We learned a lot from all partners. It was a confirmation of the usefulness of our past practices.For
example, music and sports as a development tool. We got to know a lot of new things which we
would like to take over, which we have already written in our partner experiences.As for personal
resources, involvement of a larger number of developer educators and pedagogical assistants in the
classroom is crucial as the development of these learners should take place in the classroom. It is
important not to segregate them from their peers, so the presence of the developer in the daily
lessons is essential.
The expansion, modernization and development of the material conditions is essential, and the
maintainers should provide a financial background. We will continue to encourage this in the future.
Among the methodological knowledge, we see the use of cooperative teaching methods as the most
effective in the treatment of students with learning,- integration and behaviour difficulties in
accordance with Spanish practice, so we would like to complement our pedagogical practice, as we
could see the effectiveness of this in every nation.We recommend that the maintainer create a
talent center per district to ensure that we can keep our economic and intellectual potential. We
look forward to finding a common area of ​​cooperation in the future and this friendship and hope that
professional relationship will notcome to an end.

EU Grant (Eur)

Funding of the project from EU: 122440 Eur

Project Coordinator

Medgyessy Ferenc Német Nemzetiségi Nyelvoktató Általános Iskola & Country: HU

Project Partners

• Centrul Scolar de Educatie Incluziva Nr. 1 Oradea
• Suadiye Ortaokulu
• Colegio Publico Ocejon
• I.C. FRANCESCO PETRARCA