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Description
Project meets current needs of the school - inclusive teaching, step growth of knowledge of students requiring educational support. Despite of developed qualifications of teachers in this field, e.g. studies in oligophrenopedagogy, creatin of an integration class, working with students on additional compensatory classes, teachers have no competences and skills necessary to carry out this educational task. A study visit to Iceland, sharing knowledge and experience will help to implement assumed goals of the project, such as:
- learning about new methods, tools and forms of inclusive teaching, including children with autism, Asperger, different nationalities, ethnic groups, with different educational barriers and the ability to apply them in practice;
- strengthening of the skills and competences of teachers in wider use of inclusive teaching at different levels o in schools;
- increasing the competence of teaching staff - preparation of teachers to create new areas and tools to help them to get necessary knowledge and skills for inclusive teaching at school - including IT technology;
- strengthening the quality of international cooperation in the above-mentioned range and exchange of theory and experience;
- getting the knowledge about the role of parents in inclusive teaching and cooperation between teachers and parents.
The following methods will be used to implement the project: lectures, discussions, brainstorming, exchange of experiences, educational workshops, open lessons. Teachers will strengthen their competences in inclusive teaching, learn to implement new forms, methods and tools of work, and cooperate with parents in this area - based on international experience. Due to the subject and the current needs of the school, the project will have a long-term impact on: students, parents, the school and the local environment, because new activities - inclusive teaching - will be included in the work plan of the school.
Summary of project results
As part of the study visit, all planned activities were carried out.
1 Day. Project partners got acquainted with each other. Polish participants presented the principles of functioning of the Polish school, i.e. MZS No. 5 in Gorlice, and the Icelandic-Polish school in Iceland. As part of the discussion, opinions on these education systems were shared, compared and the advantages and disadvantages of individual systems / developed by project participants / were detailed. and in Iceland, Project participants took part in
open lesson - in which children with Asperger and autism also participated. Modern educational technologies were used in this lesson. It was noticed that each student with special educational needs had their own, spacious workstation with all the aids necessary to carry out the lesson. In the summary of the day, an evaluation of the activities was carried out.
Day 2 was devoted to introducing multicultural education in schools. First, representatives of both institutions conducted a brainstorming session on the above-mentioned topic. Its purpose was to exchange experiences and views, learn about methods of building multicultural sensitivity. Educational workshops on the above-mentioned topic were conducted. with conclusions / as part of individual and group work / The summary of the day was an evaluation.
Day 3 - There was a lecture on creating inclusive education plans in schools, organizing cooperation between teachers and parents of children requiring inclusive education. Based on the lecture, supported by specific examples, a discussion was held on the above-mentioned topic. As part of the summary, the day and then the entire project were evaluated.
Summary of bilateral results
From the very beginning, cooperation between the sending and receiving institutions was excellent. The goals of the project were precisely definedAll the time there was online contact between the institutions.In addition, the school in Reykjavik boasted a lot of experience in the field of inclusive teaching. Despite the fact that the participants of the study visit from Poland took part in an English language course - they felt more confident in the Polish school in Iceland.The project coordinators were in contact with each other all the time. The problem was the covidian restrictions / it was difficult to set the date of the study visit. But the quick response to the lifting of these restrictions in Iceland / thanks to regular online contact , allowed the visit to be organized as previously planned. Cooperation was also excellent during the study visit. Both sides were heavily involved in its implementation. After its completion, the two institutions remain in close contact and will certainly remain so. They will continue to share "good practices", advice and experience.