A projektben a Cserepka Sulival kooperálva francia, spanyol, illetve olasz általános iskolák (6- 12 éves tanulók és tanáraik) működnek együtt. A projekt fókuszában a kooperatív tanulásszervezés, együttműködés, kulturális, nyelvi, illetve szociális készségek fejlesztése áll. A kétéves projektben tanári és diákmobilitás is megvalósul.
Avda. De la Hispanidad 2. 10005 Cáceres (España)
http://donosocortescc.blogspot.com
CEIP “Donoso Cortés” is in Cáceres, a World Heritage Site by Unesco in the west of Spain. The school has only one stream, which means that there is one classroom per level: three classrooms for Pre-Primary and six for Primary. Our pupils' ages go from 3 to 11 years old. Most of the classrooms have 25 students in them. We have also a based classroom for specific training for students with autism although these students are in the mainstream classrooms most part of the school time. There are also some students with different specific needs who are attended also by specific teachers.
http://ecoles.ac-poitiers.fr/larochelle-genette-elem/
Our school is a small one in La Rochelle, a city near the Atlantic Ocean : around 140 pupils, 5 class from Year 1 to Year 5. The school is very close to the historical center. There are six teachers and a headteacher who is also a training teacher. She promotes didactic methods in multilingualism.
https://www.icchieri1.edu.it/web/
The school is located in Chieri, a town on the Turin hills with a long and rich history. Students come from different socioeconomic backgrounds; significant is the presence of foreign students (from Eastern Europe). The Institute has 1,081 pupils, is made up of four schools: 1 kindergarten-119 children / 20 teachers, 2 elementary schools-527 children / 74 teachers, 1 lower secondary school-435 students / 60 teachers.
Inclusion is one of our most important challenges, guaranteed by a series of actions. HC pupils, with one-on-one teachers, are fully integrated in class activities. BES are supported by specific teaching aimed at achieving autonomy. Foreign students are accompanied in language learning. One of the priorities is to identify specific learning difficulties early to encourage truly inclusive teaching aided by a staff of speech therapists.