Un proyecto Erasmus para la INCLUSIÓN

The two general OBJECTIVES mentioned were: (1) to motivate the students: In fact, as soon as they heard about the project, they already asked for English lessons to be able to greet the foreign pa...

The two general OBJECTIVES mentioned were: (1) to motivate the students: In fact, as soon as they heard about the project, they already asked for English lessons to be able to greet the foreign partners in English and (2) to make them see that they are NOT 'weird', that there are special students like them with similar problems and qualities all over Europe. Nevertheless, there are a number of objectives which are different for each individual student and that can be summarised as follows: 1. Objectives to improve students’ personal autonomy (hygiene habits, dressing, eating...). 2. Improving students’ ability to relate socially with known and unknown people. 3. Improving students’ ability to cope with unfamiliar situations. At the same time, students learn from each other as they have different abilities and capacities. On the other hand, the environment (which is “familiar” to the hosts but “new” to the visitors) has also provided learning opportunities for both groups.

As foreseen in the application, TWO main (motivational) activities and many minor (side) activities have been carried out to motivate and consolidate the learning in this project. The two main activities mentioned were: 1. Visit of the French students group to Spain (3 days + 2 days of travel). 2. Visit of the Spanish group to France (3 days + 2 days of travel). These two main activities served as a motivational element to work on social skills, languages, hygiene, personal autonomy and, in general, to improve the socialisation and transition to adult life of these students. The 'side' activities offered a double learning opportunity: (1) 'learning to host' (=socialisation) and (2) 'learning to travel' (=personal autonomy). These 'satellite' activities were carried out in each centre autonomously or through coordinated actions supported by videoconferences or some other online activity. It is worth highlighting that given the traits of these students, it was the first time for many of them in a trip WITHOUT their family and spending three nights away (=dressing alone, showering alone...).

The project is a special education project, with students ranging from a mental age of 8-10 years but chronological or real age of 16 to 25 years old. The objectives were based on motivation and making them aware of their abilities and all these has been achieved. 1. They have managed to increase their interest in learning, including foreign languages, which is an aspect that is NOT included in their studies training programme. 2. It has made them aware of what they are capable of achieving and of the possibilities that interacting with people from other countries and cultures has to offer them. 3. In short, the project has contributed positively to their emotional and affective development and they have shown to themselves, their families and society in general, that significant progress can be achieved in a very short time through interventions like this, which generate a positive impact. 4. There is also evidence of a qualitative leap in daily habits: hygiene, autonomy in dressing, maturity and independence which was one of the main objectives of the project. 5. The experience increased their real inclusion in society. 6. The families valued that their children have been able to make decisions, and overcome fears.