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Educiranje djelatnika za rad sa slijepom i slabovidnom djecom
Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

In the school year 2014/15 a 7 year old boy with the diagnosis of full blindness was enrolled in the first grade of our school. None of the teaching or non-teaching staff have never had experience in educating or managing the blind or visually impaired. The school and the staff feel enormous responsibility for taking care of such child and committment to enable him equal educational possibilities and chances for development and growth as to all other children. We decided that the most adequate training for the staff would be to find a partner institution which has experience in educating the visually impaired and send them to job-shadow them. We have found our job-shadowing host in a Romanian boarding school with long tradition in educating exclusively the visually impaired. As our school has no previous Comenius/Erasmus+ experience it would also be our further step to internationalisation. We will enable our personnel to achieve new skills in quality teaching of a disabled child and to design extracurricular activities aimed at improving social integration of such child and more sensitive school and social environment for him or other disabled pupils. Furthermore, during the outlined project activities we will also make contacts with national and international institutions which work with or educate such pupils in order to share experience and cooperate in similar projects. The staff involved in mobility activities are those who work closely with the boy: his primary school teacher, English language teacher and the school psychologist. The main acivities include registering the project on eTwinning as to offer the sharing of the project experiences and results to international community of teachers who work with the visually impaired and to find more partners interested in similar projects. Furthermore, establishing more contacts with relevant institutions (which deal with the visually impaired) on national level is one of the key activities as they will be the most numerous dissemination target groups. In mobility activities, which will last for 12 days, the participants will observe the teaching methodology in all main subjects, actively participate in them, supported by partner school's mentors, assist the visually impaired in everyday life, learn about various workshops for visually impaired, assist in therapies and witness about 20 different artistic, sports, cultural and outdoor activities. After the mobility, the participants will design methodology presentations to their colleagues who work or will work with the visually impaired. One of the key activities will be to design extracurricular activities/workshops for teachers/pupils/parents/community aimed at better integration of the visually impaired in social and school life. The key activity will also be preparing activities for organising job-shadowing at our school for interested international partners (the call will be announced through eTwinning tool) so to include wider target groups of teachers/non-teachers. The project results will be better educated staff, with full understanding of the teaching and learning strategies involved in the education of the visually impaired, able to anticipate the problems and identify possible solutions in advance. Designed workshops for pupils and local community, which will be integrated in all-year curriculum, will create friendlier school and social environment for disabled pupil(s) and develop their social skills which are essential for the full integration of the disabled. The pupils will learn how to assist the disabled in everyday life and in the classroom. The mobility participants will be competent to share their experience and knowledge to their fellow colleagues who will have to work with the disabled in the years to come (from the 5th to the 8th grade). As for the school partner, we have both specifically emphasized that we want our cooperation to be continued after the project itself finishes and that we want to develop further our cooperation through complementary projects. Through the organising the job-shadowing at our school we will enable our staff to develop further their competences and skills and raise the level of the school's international experience and recognition.
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