Description
Project partner schools, Primary School Glazija Celje and II. Primary School Žalec, Rundevoll skole, Egersund from Norway and Suðurborg and Fjölbrautaskólinn við Ármúla from Reykjavík, Iceland, are all schools that educate children with special needs. The defining difference between the partners and the central interest of the Slovene coordinator is the inclusive system that is in use in the schools from Norway and Iceland. The main aim of the project is to prepare a handbook based on good practices in different partner countries, with guidelines for working with autistic children and suggestions on helping them, their families and teachers. Partners will also learn about the different educational systems, their concepts and the inclusive model of education of autistic children. With the project partnership all partners involved shall share good practices and gain new valuable knowledge of different methods of teaching and support for children with special needs.
Summary of project results
The goal of this project is learn about the partner's school system and their concept of helping the children with special needs and the inclusive model of educating children with special needs, specially with autism on different levels of education. Furthermore the goal is to learn about the working and teaching methods that are being used, how to help and assess the pupils’ knowledge, how to help and advise the parents of these children and also to learn about the extramural ways to help the children and their families. Participants will use critically and practically gained new academic knowledge, skills and professional experiences at everyday work; awareness-rising about different and new working methods among practitioners in order to inform and educate them; to maintain the inter-institutional collaboration of all partner schools after the project has been finished Handbook with the instructions will help the rest of practitioners and parents who are faced with a population of children with special needs, especially autism. All participants in the project received new skills, learned about new approaches to working with people with autism. We have developed lasting relationships. We have improved our language skills in English and learned about the cultural, natural and historical heritage. Each participating member with his new knowledge will contribute to greater quality work of his institution (methods of work with children and parents). The project was given to all participants confirm that each institution and its employees already have a quality level of knowledge for working with children with autism. At the same time we gave each other specific skills for working with children with autism and their parents. This new knowledge will now be wholly or partly transferred to our daily work (therapy with horse, PECS, ABA, DIR Floortime, Halliwick …). During the project we created a brochure with the instructions will help the rest of practitioners and parents who are faced with a population of children with special needs, especially autism.
Summary of bilateral results
The donor partnership were active during the project – they help us with instructions and other work The donor project partner’s staff gave us all information we need it during the project. All the goals we planed it was successfully realized. We made 20 mobility and we wrote a brochure. Teachers who participated in the project have developed a good and lasting personal and professional relationships. We represented the project at our professional meetings and the brochure, we made it will help the rest of practitioners and parents who are faced with a population of children with special needs, especially autism.