Altérité, Résilience, Implication et Inclusion

For the students, we organized three progression modules to help them grasp the full scope of the project: before discovering resilience, we approached otherness by drawing on the associative fabric in which our students were able to get involved in civic actions. With the entire educational community in need of tools to help students, this project has created a dynamic around inclusion, putting the need for special attention for certain students at the heart of our practices, whether they are “dys” or autistic, or simply have a visible or invisible disability. The teams opened up to the world of associations, and the search for these partners was an opportunity to take stock of practices. Comparative work between different European countries helped us to develop avenues for improvement.

The previous project, carried out with the same partners: “2020/2022 Accentuons l'Inclusion en Développant en Europe l'Entraide et la Solidarité (AIDEES)” led us to reflect on the various actions to be carried out to develop and improve inclusion within our establishments. For the Spanish El Somni center, this meant welcoming and integrating “able-bodied” people into their environment, into their center, and offering their young people mobility and workshops in all the partner countries. The results exceeded all expectations. For the other schools, the aim was to raise young people's awareness of inclusion in their future careers and in everyday life. The teachers from the 5 countries wanted to develop our pupils' civic involvement, remove their fears and enable them to reach out to others in associations, to experience a civic commitment. This participation, within the framework of a social mix, would be a further step towards encouraging our students' European openness. Teachers, aware of the need to welcome pupils with learning difficulties, are keen to develop the tools they need to promote their inclusion; this project should make it possible.