Project Details

Erasmus+ Action Type KA210-SCH-66E2918B - Small-scale partnerships in school education

The project is based on a partnership between five institutions, teaching pupils from primary to high school, some new to the Erasmus+ program, but whose common point is the teaching adapted to pupils with special educational needs (ELEVES À BESOINS EDUCATIFS PARTICULIERS-E.B.E.P) such as disabilities, motor, sensory, cognitive, precocity or allophone disabilities. These students require adapted means and individualised arrangements. The identification of pupils with special educational needs (EBEP) has improved and it appears necessary for teacher to develop their skills.

We wish to promote simple and easily usable tools and projects in our respective establishments for teachers including EBEP but also for other teachers.

1. Better inclusion of EBEPs in order to improve their well-being within schools and thus strengthen personal development.

2. The improvement of the digital skills of the reference framework defined by the French national education and more particularly: inclusion and diversified needs thanks to digital; digital learning; citizen development through critical thinking and digital culture.

3. A reinforced open-mindedness and better team cooperation to develop personal confidence and thus support future projects improving student learning.

4. The promotion of French internationally.

According to this project, we want to target teachers including in class students in adapted section or requiring special needs (disability, cognitive problems etc.) whatever the subjects (modern languages, cultural and sports disciplines). We favour establishments welcoming pupils in primary and in high school establishments in order to better understand the other educational systems, always with the aim of to improve and secure our teaching methods and teaching practice in digital technology.

We are also interested to the teachers teaching in the adapted professional section who come from primary education or vocational high school education. These teachers are often specialised by the Cappei (certificate of professional aptitude for the practices of inclusive education in certain countries, i.e. France), a diploma allowing them to teach these pupils with special educational needs. These teachers are an important resource at the heart of the establishment, which is a strength for the project. 

We also want to include management and even inspection staff, student support staff (AESH) in order to better understand the different aspects of educational, support, administrative and institutional inclusion.

We wish to improve student integration by discovering a foreign teaching system. Moreover, we want to observe the relations between members of the teaching community in other countries. We would like to develop and improve our skills using digital tools, as well as improving our teachers’ training by discovering and sharing different methods from partner countries. We also wish to promote foreign relations by discovering other European cultures and thanks to international cooperation. 

Our activities will be based on discovering the education systems from the other partners. We will achieve this objective via a virtual presentation of each country and its school system, the activities each country uses to promote digital-based pedagogy. When going in the partner countries, our activities will be based on the inclusion of our teachers inside the classes, and allowing them to witness concrete examples of inclusion of special needs students, as well as digital-based pedagogy. 

We truly hope to improve the inclusion of our special needs students thanks to the skills we would learn in the partner countries. We want to share simple tools and digital based projects that are easy to use, not only by the teachers who teach special needs students, but everyone. With this candidacy, we wish to improve open-mindedness and international cooperation. We hope to work in a bilingual environment by using both French and English language.

Through a variety of activities and meetings we hope that we can be wiser, more capable and effective concerning the student inclusion, the cooperation of all the members of the school community and that we can enrich our experiences and our teaching and pedagogical methods and practices in order to obtain a more inclusive school, where everyone has its place and the opportunities to learn and work.