W przyszłość z edukacją włączającą

When joining the project, we wanted to increase the level of social inclusion of students with SEN. We wanted to change the educational process in such a way that it would respond to the diverse n...

When joining the project, we wanted to increase the level of social inclusion of students with SEN. We wanted to change the educational process in such a way that it would respond to the diverse needs of students, enable their full participation and comprehensive development, while counteracting exclusion. We also wanted to raise the level of awareness of students, parents and teachers regarding students with special educational needs and their functioning. We strived for a situation in which each child could develop his or her individual predispositions in the school environment, regardless of any barriers and limitations. We wanted all participants of the educational process, i.e. students, teachers and parents, to understand that each child is different and requires an individual approach. Diversity is a value, not an obstacle.

Schools participating in the project cooperated online and during mobility. Teachers worked together on methods and forms of work that support the social inclusion of students with SEN, prepared principles of cooperation between leading teachers and co-organizers of the education process, and worked on the principles of adapting requirements to the individual needs and capabilities of students. Three mobilities were also held, during which experiences were shared, solutions implemented in schools were observed and documents were worked on. We also educated students, teachers and parents on the functioning of children with SEN. We organized a training conference "Understanding disability", during which the functioning of autistic children, those with intellectual disabilities, aphasia and gifted children was discussed.

As a result of the project, we discussed a number of working methods, of which we selected 5 which, in our opinion, best support the social inclusion of students and which can be used in various subjects. We have developed principles of cooperation between leading teachers and those co-organizing the educational process, in which we have defined the tasks of individual teachers, forms of mutual relations and responsibility for the teaching process. We have adapted the requirements to the individual needs of students in the humanities, mathematics and natural sciences and foreign languages. The project also developed methods of peer support for students with SEN.