Author’s model of supporting children with special educational needs based on the school program of the Bilateral Integration method

Project facts

Project promoter:
Special Schools Complex(PL)
Project Number:
PL-EDUCATION-0238
Status:
Completed
Final project cost:
€94,829
Donor Project Partners:
Association of Polish Culture School in Trondheim(NO)
Other Project Partners
Training and Consulting Group Europlus Sp.z o.o.(PL)
Programme:

Description

The project will be implemented in the period 01.03.2022-31.12.2023. by ZSS in Pechery in partnership with GSD Europlus Sp. z o.o. and Polish Cultural School Association in Trondheim. The project will contribute to the development of inclusive education by reducing the risk of school failure, social isolation, anxiety, withdrawal and depression of children with disabilities, who will be covered by classes implemented using the method of bilateral integration. The author''s modification of the School Program of Bilateral Integration is a 26-week program of activities in which each student will participate in three therapy sessions per week (including 2 individual sessions and 1 group session). The classes will be implemented according to the original scenarios of individual and group sessions developed within the project. In order to verify the effectiveness of the applied model of support in improving the functioning (in the motor, cognitive and social areas) of children and youth with moderate intellectual disabilities, research will be conducted using a natural experiment method. As a result of the project, on the basis of the research results, two products will be published: a textbook and a scientific article (in two language versions). Both results will be made available free of charge to all interested parties and can be used by educational institutions. Under the project there will be 2 dissemination events, 5 project meetings, 1 study visit, 2 trainings for 13 teachers.

Summary of project results

The project aimed to increase the educational opportunities of children with disabilities through the Bilateral Integration method. The project aimed to develop the individual potential of the children included in the project, to show how movement influences development, to create tools for working with children that can be used in other institutions of this type. Research was carried out to show the main tendencies of the children, to see if there was a correlation between the application of the method and progress.

The author''s modification of the School Program of Bilateral Integration is a 26-week program of activities in which each student participated in three therapy sessions per week (including 2 individual sessions and 1 group session). The classes was implemented according to the original scenarios of individual and group sessions developed within the project. In order to verify the effectiveness of the applied model of support in improving the functioning (in the motor, cognitive and social areas) of children and youth with moderate intellectual disabilities, research was conducted using a natural experiment method.

The main result of the project was first of all to orient the children to the new method, thanks to which they increased their educational, but also their life chances.
As an example, 4 pupils who, thanks to the research, showed a higher aptitude than at the beginning of their education, thus changing their degree of disability (from moderate to mild), by changing school they can take up additional activities and actions that will make it easier for them to function in adult life. Final surveys also showed a developmental trend in dzn in specific areas. This is an additional asset that, in addition to its tangible value, has meant that children have followed a path through which they can develop in a much faster and more sustainable way. The introduction of the IB method as an extra-curricular activity has developed certain behaviours in the children that translate into all areas of their lives. Development with the method has improved the children''s motor and psychological skills. The movement developed has consolidated everyday activities of daily life that are problematic for children with disabilities. 

Summary of bilateral results

The main benefit of having a partner from a Donor State institution was mainly cultural exchange and understanding of the process of change. The partner introduced us to institutions that work in education in Norway, including inclusive education, which is an idea for future reform in Poland. Special schools in Norway have been through this path and were able to share what challenges they faced. Meetings during the study visit were very fruitful, so much so that we received a letter of greetings and a wish to cooperate in the future at the project closing conference. The Norwegian partner was an important aspect of the project, and it was the only opportunity to make friends at educational institutions in Norway, which contributed in a very broad way to the activities that are carried out at the school. If the opportunity for further cooperation arises, the partners will certainly take steps leading to further projects.

Information on the projects funded by the EEA and Norway Grants is provided by the Programme and Fund Operators in the Beneficiary States, who are responsible for the completeness and accuracy of this information.