Sveika mityba, maisto ir gamtos tausojimas didina specialiųjų poreikių turinčių moksleivių socialinę įtrauktį.

This project aimed to implement the following tasks: 1) increase social inclusion by developing values such as tolerance, respect, politeness, friendliness; 2) provide knowledge about healthy and ...

This project aimed to implement the following tasks: 1) increase social inclusion by developing values such as tolerance, respect, politeness, friendliness; 2) provide knowledge about healthy and unhealthy food products, the size of portions and methods of processing food products, what inpact makes unhealthy food on person‘s health; 3) to trains students' independence in cooking simple and healthy dishes; 4) encourage students to eat healthy meals not only at school, but also at home, involving parents and other family members in this process; 5) visit an organic farm and get acquainted with the technologies of growing organic products; 6) to acquire practical skills in planting vegetables in the school greenhouse and garden; 7) with help of veterinary and food service specialist, introduce the issue of food waste and its impact on the environment; 8) to teach about ways to reduce food waste, the possibilities of effective secondary use of food products and be able to plan food purchases, as well to develop the skills of sharing unnecessary food products.

1. Preparation for the visit of partners and their reception. 2. Teaching about healthy and unhealthy foods. 3. Artistic - integrated activity, puppet theater performance. 4. Anlyzing food pyramid. 5. Buying food products in a store. 6. Cooking simple dishes. 7. Presentation of the issue of food waste. 8. Effective secondary use of food waste. 9. Visiting organic farm and getting knowledge about ecological products. 10. Planting vegetables in the garden or greenhouse. 11. Visiting partners‘ school and accepting them back.

The greatest impact was made with the students with special needs. Their social inclusion during the implementation of activities was increased. Pupils' knowledge of healthy eating was deepened by limiting access to unhealthy food. The students gained practical experience in cooking, developed (mostly) table service skills. They acquired practical skills in vegetable planting and increased environmental awareness. Students with special needs developed the skills in shopping in the store and in the market with the help of a pre-made list of food items. For us cooperation with foreign partners made it possible to share best practices in the areas of social inclusion, healthy nutrition, and use methods of food and nature conservation. This project was useful not only for the students, but also for the teachers of both institutions, who improved their professional competences by sharing knowledge about methods of educating students with special needs, used special tools to implement activities, expanded their knowledge in the field of information technologies, and improved foreign languages.