# data[].attributes.headline
Nino Akhaladze ,GeorgiaInclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning modalities, and abilities. These strategies contribute to an overall inclusive learning environment in which all students perceive to be valued and able to succeed.

# data[].attributes.subject
Nino Akhaladze ,GeorgiaInclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning modalities, and abilities. These strategies contribute to an overall inclusive learning environment in which all students perceive to be valued and able to succeed.

# data[].attributes.headline
Antonio Santos - Agrupamento da Junqueira 

# data[].attributes.subject
Antonio Santos - Agrupamento da Junqueira 

# data[].attributes.body
At my school we have psychological support and school support for students with special needs.
We try to ensure that all students have the same opportunities and are able to learn.

# data[].attributes.body
My school aims to be comprehensive and integrators, to answer needs, potential and

the aspirations of all children.

Detailing, we want a unit of education with special socio-human values: a true one

inclusive school (school for all) able to integrate instructive-educational all types of students, from the child with

deficiencies to the student with high performance, using competence and dedication of all teachers.

The development of etwinning and erasmus projects has taken off, but there are some linguistic obstacles, many teachers have poor knowledge of foreign languages ​​or no motivation to better manage their working time

# data[].attributes.body
I consider my school to be inclusive.
There are specific teachers for special needs students, psychologists, speech therapists, EMAI teams.
All students are integrated in each class and pedagogical differentiation must be applied according to each student need.
Teachers work together so they can help students overcome difficulties.
there are special rooms and teachers for students with severe disabilities, working specific curriculum, but integrated with others in projects whenever it is possible.
In the elementary school, special needs students are always integrated in each class all day, with pedagogical differentiation and a specific teacher helping for sometimes a week.

# data[].attributes.body
In my school we are inclusive, at least we try. All students with special needs have a multidisciplinary team to support them, they are integrated into classes.
In Portugal  we have a school subject which is called “Cidadania e desenvolvimento” – “Citizenship and Development” for all school grades, from primary school to secondary school. Each grade has a theme and teachers decide together what activities will be done in order to develop subject according to the provided contents.

In this subject we work issues related to inclusion, gender equality and violence.

# data[].attributes.headline
Maria Dolors Virgili, Institut Marta Mata, Salou, Spain

# data[].attributes.subject
Maria Dolors Virgili, Institut Marta Mata, Salou, Spain

# data[].attributes.body
In our secondary school inclusion is tackled from different prespectives, students with learning disorders, with social and economic problems, different cultures and languages (we welcome students from 29 countries from all the world because Salou is a touristic city. The school has also set up an Erasmus accreditation programme to empower girls to study scientific university degrees. That' s why we are very interested in learning about STEAM projects. The school also has a counselling orientation department with four psychopedagoguers and learning specialists to help the teaching staff with measures to ensure inclusion in the every day lessons. Newcomer students have language lessons for two years to get to know Catalan language, culture and tradition.

# data[].attributes.body
We lack computers adapted to students, apps for students with communication difficulties. But we have a sensory room which is great. There is also a lack of human resources, that is, more therapists and support teachers.

# data[].attributes.body
In Porugal, despite the laws that define procedures for inclusive education, we also have Special Education Teachers that take active roles in supporting students not only within the classroom, but also outside the classroom. In addition, these teachers work closely with other teachers in order to define an action plan tailored to the student's needs.

# data[].attributes.body
In my school inclusion is very important, students, teachers and staff are aware of the differences and try to accept them. There is a department responsible for students with disabilities, where therapists, psychologists and teacher work together to help the students.

# data[].attributes.body
The inclusion in the Italian school system is guaranteed by the law which provides for the presence of the support teacher in the class. The support teacher plans objectives, contents and methodologies with the class council.

# data[].attributes.body
Special instructors for pupils with special educational needs, psychologists and classes named Zone of Educational Priority for pupils whose mother tongue is other than Greek are current practices in Greek schools. In mine as well.

# data[].attributes.body
In my school we are inclusive, at least we try. However, I feel there's is always something more to do, to experiment, inside or outside the classroom. All students with special needs have a multidisciplinary team to support them, they are integrated into classes and are encouraged to attend school sports.
However, in spite of all this, some students should be monitored closely inside the classroom and we, definitely should be more attentive to bullying situations and create a more secure environment for them to express themselves freely and ensure gender equality and diversity.

# data[].attributes.body
In Portugal there is a law that defines the procedures for inclusive education. In the school there is a multidisciplinary team that analyzes the situation of each student with special needs and, together with the class council and parents of students, defines the measures to be applied according to the needs of the students, such as: pedagogical differentiation, curricular accommodations, tutorial support and support in the classroom.

# data[].attributes.body
In my school, there is a teacher assistant to support students with special needs. Unfortunately, she cannot cover all the classes. Therefore, the approach in our lessons has to cater for all students, those with special needs and also the ones who have a higher level. Teachers have to strive to provide each student with the materials and level they require.

# data[].attributes.headline
Feliciana Ladino - AE Carcavelos (Portugal)

# data[].attributes.subject
Feliciana Ladino - AE Carcavelos (Portugal)

# data[].attributes.body
Inclusion is very important at my school. We have a special department that works with students with special needs. The first step consists of a collaborative work between the professor and the specialized team to make the diagnosis.
We have to work together to define an action plan capable of promoting the inclusion and success of each student.

# data[].attributes.body
In my school there are a few support teachers who collaborate and help to the main teacher to integrate disabled children in the class. We would like to have more formation about the children difficulties and more equipment to approach the activities and curriculum to them.
We have got white interactive blackboards and tablets. They are so useful but they are not enough to work. We would need more time and specific formation to organise materials and activities.

# data[].attributes.body
In my school there is a special team who cooperate with teachers to make sure that the needs of students with disabilities are met. we are a reference school for students with visual impairments.
However, there is a specific type of students in our community (the gipsy), which sometimes creates disruption in school and who are often absent and don't achieve much academic success. Finding innovative ways of integrating these students is challenging.

# data[].attributes.body
In our school we are fortunate that there are few of us and we have a very personalized attention and one of its main characteristics is Familiarity. I consider that we work on inclusion on a daily basis, in assemblies where we talk about all the topics that interest everyone. We work with different dynamics and methodologies that change as our society does. We let the students take the reins of their learning and we adapt the contents, we have in turn, follow-up tutorial groupings and tutorial action plan.

# data[].attributes.body
In Italian schools inclusion plays a very important role. There are students with special need in our classes supported by teachers. They plan the activitie with all the other teachers of the class to get the best possible results using different strategies whose benefits are visible for all the students of the classes. In each school there is a specific department whose suggestion are indispensable for an effective action.

# data[].attributes.headline
Helena Silva - Agrupamento de Escolas Santos Simões

# data[].attributes.subject
Helena Silva - Agrupamento de Escolas Santos Simões

# data[].attributes.body
At our school inclusion is very important. there is a specialized team of teachers who liaise with different teachers to assist them in the teaching-learning process. students with special educational needs are involved in all etwinning projects developed at school, working at their own learning pace

# data[].attributes.body
In my school, all students are integrated into a class in which there are students with different difficulties and those who are gifted. We all learn from each other. The psychologist and the school doctor help us in the inclusion, but also the cooperation between the student-parent-teacher, which is the most important. We have a student council, a teachers 'council and a parents' council who improve the work of the school with their suggestions and advice. Due to the war, we have students from Ukraine who are trying to facilitate inclusion and overcome difficulties in language and writing. We learn from each other through regular classes, extracurricular activities and various projects and eTwinning projects.

# data[].attributes.body
In my country all the students with various behavioural and pshysical disabilities have to be accepted in all educational institutions by 2024.
We, as educators, lack specific knowledge how to deal with such children as we are left on our own.
We need more professional development courses as well as support.

# data[].attributes.body
Inclusion is very important in my school. We have a special department which works with students with special needs.
At the same time, we have 28 different nacionalities, but there aren`t any problem about that because everybody respect the other. We would like to work with other countries and learn more about their cultures.

# data[].attributes.body
In the Italian school system inclusion is very important. You can find students with special needs in your classes and, according to their problems, they are supported by a teacher who has been trained to teach with them. His/ her role, however, is that to plan the education activities with the teachers of the class and to choose with them the most appropriate strategies to allow inclusion. The results are sometimes surprising for the benefits that all the members of the class receive.

# data[].attributes.body
My school is very accepting of new methodologies and encourages us to use them. The only two flaws I point out are both the weak internet speed as well as the outdated PCs we have at school which constantly freeze.

# data[].attributes.body
Teachers from my school have done different courses about bulling and gender equality.
We also have lots of students with differentes disabilities, and we used to take part of webminar about their needs.
We also have students from different cultures, we don't make any differences between one or another; but, we might work more about those cultures, making an etwinning project with students from those countries.

# data[].attributes.body
My school develop inclusive learning approaches by different ways. First of all, Guidance department is in charge of students guidance as well as to apply a wide range of measures to enhance inclusivity. After that, we promote actitivies that involve students to raise awareness about the importance of conviviality via special special students clubs like "student club helper". Finally our school is a reference regarding students with motor disabilities.

# data[].attributes.body
At our school inclusion is very important. There is a specialized team of teachers who liaise with different teachers to assist them in the teaching-learning process. students with special educational needs are involved in all etwinning projects developed at school, working at their own learning pace, we even have and Erasmus+ devoted to them.

# data[].attributes.body
Inclusion is very important in my school. We have support teachers and specialized teachers for students with special needs. There is a specific department which works on inclusion.
There is also a psycologist who helps  students to overcome their problems.

# data[].attributes.body
In our Institute there is a specific group of teachers that deals with inclusion with formal roles as instrumental functions of the inclusion area. All teachers are trained and prepared on the inclusion of students with special needs or different abilities. Personalized didactic or educational plans are developed and there is a periodic interaction with the specialists who follow the children. The infrastructures are adapted to the different needs structural elements to facilitate accessibility (ramps, dedicated parking spaces, ergonomic tools) to facilitate mobility psychomotor skills), for strengthening or support (tools and computer programs). Finally, the possibility of specific advice for teachers and training proposals for updating

# data[].attributes.body
In my school we try to facilitate inclusion at different levels:
-there's a very professional team of support teachers, working with children with special needs or disabilities. They try to stay in the classrooms with them when possible, because it's important not to make them feel excluded, but they are part of the class and very often they participate in projects with other students; there are also specific spaces for children with severe disabilities, digital tools, educational games, etc...
-we have contact persons for bullying and often organize seminars about it;
- a psychologist is at our school one day a week, to help students, teachers and families;
-local voluntary associations and social services are usually involved;
-we have a sport project called "Baskin", which is an inclusive one.

Maybe we would to improve some topics like gender equality.

# data[].attributes.body
In my school cluster, special education and general education teachers often work together to develop a curriculum and create a positive student culture. In an inclusive school, special education teachers have the essential role of ensuring that students with disabilities or special needs receive a quality education.
As for processes curriculum design is fundamental and special education teachers help craft the lessons for inclusive classrooms to ensure that the needs of students with disabilities are considered. A special education teacher will also create supplemental learning materials for specific students, including visual, manipulative, text, and technology resources, and determine when one-on-one lessons might be needed. Also many inclusive classrooms are based on a co-teaching model, where both teachers are present in a process of classroom instruction. Conducting regular assessments, diversifying instruments to determine whether students are achieving academic goalsis another important process for an inclusive learning approach. In terms of infrastructure we have different spaces in our schools, complying with an accessibility policy and designed to fit the needs of different disabilities and many other specialized teachers for SEN students, as well as speech therapists, language sign interpreters and psychologists. But this a journey that is never completed and all the community need to maintain advocating for students with disabilities and special needs, collaborating with families in order to ensure inclusive classroom success.

# data[].attributes.body
We have to work together to define an action plan capable to promoting the inclusion and sucess of each student. Diagnostic with a the collaboration of a specialized team can be the starting point.

# data[].attributes.body
The Portuguese national curriculum includes transversal measures to be applied to all those in need and it is up to each school to implement these measures if necessary. There are specialized teachers who support the students. There are also specialized technicians for more specific cases. For example, speech therapy, sign language, etc. At my school, support is usually given to those who have difficulties. An improvement would be to have support for students who learn faster, which is not always possible due to lack of human resources.

# data[].attributes.body
Inclusion is very important in my school. We have support teachers and specialised teachers for sen students There is also a specific department which wotk on inclusion.
There is also a psycologist who help students to overcome their problems.
I think that more digital tools would be helpful.

# data[].attributes.body
My school develops a tolerant classroom environment and teaches students to accept all forms of diversity. There are student councils, parent councils and teacher councils in the school that communicate and collaborate with each other. Individualized plans and assistive technologies are used for students with disabilities. Unfortunately the school is an old building and does not have good accessibility for everybody.

# data[].attributes.body
Inclusion is an important aspect of my school. We have a special department for children with special needs. Some students have their own assisstants who help them attend classes and do assignments. There is a psychologist in my school who gives support to both students with special needs and teachers. Some things could still be improved such as fighting against prejudice and stereotypes.

# data[].attributes.body
Making a school inclusive is a journey to be made every day. The goal always seems far away!
Although I can say that in my school we are working to include all students, I am fully aware that we still have a long way to go.
1st We need to believe that it is possible!
2nd We need to change our mentality! We need to get rid of our prejudices and stereotypes!
3rd We need to be alert every day, watching our behaviours, our attitudes
We need to have school managements that believe in inclusion and that inclusion is possible even for students with severe disabilities.
5. We need management to make projects that include everyone!
6 We need the leadership to share ideas with the whole community, and to be close to the community!
7 We need the school management to think with us about how to break down barriers, physical and mental!
8th We need the direction to promote and be open to new projects, to new classroom dynamics, to the implementation of the Universal learning design.

# data[].attributes.body
Inclusion has a big role in our school.
There are teachers who support students with disabilities or with special needs. There's a specific department that works on inclusion to help these students. We also have mediators in the classrooms with students with disabilities and there's psychologist who is available for all students. I think we have resources to help these students, but we need more team working to be effecient. We also need more tools to offer them.

# data[].attributes.body
In my Institute we have the possibility to use different didactic mediators, in order to favor the learning of each student, with his own needs and potentialities. We have spaces and inclusive workshops: for example, the Fab Lab where students can learn with the support of Lego kits ( storytelling and drama), and the school library itself has soft corners to ensure that everyone can get closer to reading. In addition, students can use many digital tools, such as iPads, to carry out individual or group activities in an innovative way. Although there are teachers within the school to support children with special educational needs, the importance of team work to support all students is constantly stressed.
<br>I believe that we can still work even better in the field of inclusion, further extending within the school the number of teachers who are trained with courses and who know how to plan activities in an innovative and inclusive way.

# data[].attributes.body
Are we an inclusive school? Partly, but it is not in our essence. We are a VET school and, although we are opened to anyone who wants to specialized in the hospitality and tourism sector, we don't have the resources, neither the infrastructure, to be considered as "inclusive". On the other hand, we receive students after secondary studies, but we don't have access to reports or their previous background, making difficult to personalize their learning.

To push inclusion to a higher level, we should reconsider the following aspects:

- Fluent communication with secondary schools;
- Counseling department;
- Psychology guidance;

- Support to Spanish/Catalan non-mother tongue;
- Partnerships with associations working on Special Educational Needs or students with learning or behavioral difficulties;
- Collaboration with local authorities and public bodies;

- Personalized support in class.

# data[].attributes.body
In my Institute we have the possibility to use different didactic mediators, in order to favor the learning of each student, with his own needs and potentialities. We have spaces and inclusive workshops: for example, the Fab Lab where students can learn with the support of Lego kits ( storytelling and drama), and the school library itself has soft corners to ensure that everyone can get closer to reading. In addition, students can use many digital tools, such as iPads, to carry out individual or group activities in an innovative way. Although there are teachers within the school to support children with special educational needs, the importance of team work to support all students is constantly stressed.

I believe that we can still work even better in the field of inclusion, further extending within the school the number of teachers who are trained with courses and who know how to plan activities in an innovative and inclusive way.

# data[].attributes.body
My school is an inclusive school. We have projects for the inclusion of disadvantaged students and students with disabilities. We also educate students for ancillary occupations. Students are involved in all school activities, especially eTwinning projects.

# data[].attributes.body
In Portugal they are formal roles, such as teachers of students with specials needs, psychologists and techicans of social local intervation;  the school also work directly with the county to held with diferents issues of specials needs and inclusion, working together with local instutions, private and public. In Vet courses the partnership between school and local companies is even strongher.
In formal process, we have the obligation to work every year in a transversal way on issues such as gender equality, disabilities, social problems. We have a theatre group that work as well in issues realated with insclusion of all kind and we have also teh parlament voice wich alwoods the students to speak about all kind of problems in the community. The students academic of school also contribute to talk about inclusion and diferents. What my school must do is to look carefuly to all process, formal roles and infrastructures and partnerships to potencial all and to achieve a more inclusive learning aproach. Also needed a improval of infrastructures, special for disablities and improve multilearning enviromment with different materials and technology.

# data[].attributes.body
In our school we have specific teachers for students with special needs, but they aren't availableevery day to us or students because they don't work at pur school every day. It would be good if we had school's psychologist. Teachers adapt to students with special needs and always help students when theyy have problems.

# data[].attributes.body
Formal roles: specific teachers for students with special needs; psychologists; inclusion team that cares for and deals with students with special needs (EMAEI)
Processes: the use of different teaching/ learning approaches is highly encouraged; team work is compulsory for every subject
Infrastructures: there are special rooms for students with severe disabilities, but most pupils are fully integrated in normal classes

# data[].attributes.body
In my school we have some infrastructure and protocols that facilitate inclusion, but of course much more could be made.

We have a strong counseling department with specialists that help students with special needs inside and outside the classroom.

We work with local social services so that we can support students and families with difficulties.

We have programmes to stop bullying and avoid gender and race discrimination.

We work closely with local associations to promote tolerance, voluntary work and cooperation.

We carry our eTwinning and Erasmus+ projects that work on multicultural issues and promote the GDGs

Aspects to improve:

More collaboration among teachers from different subjects.

More project work and not so much content learning

# data[].attributes.body
The work groups in classes are heterogeneous, different processing levels, abilities, gender.
During the breaks teachers promote different new games to offer a wide range of options.
At competition games PE teachers make all their effort to cut down offensive comments about having poor physical abilities, sexism and rivalry between girls and boys, as two possible choices.
Tutors focus on organizing discussions to reflect about students preferences. Some activities are chosen by people independently their gender.

# data[].attributes.body
I have worked in many public schools in Greece. Schools in old buildings has no facilities for disabled children like special toilets or elevators. So one important thing is the proper facilities for disabled children and school staff. The good thing is that in many schools nowdays there are extra teachers for kids with special needs who are helping teachers and students in the class and in school life too. Also, seminars are held for teachers concerning inclusion and gender equality, giving them the efforts to be more inclusive and efficient in their teaching methods. Furthermore, assistance from schycologist is often offered in many schools to teachers and students.

# data[].attributes.body
Pedagogical differentiation must be applied in each class regardless of the class group. The multiple intelligences and profile of each student must be considered when planning each activity.

# data[].attributes.body
I consider my school inclusive. All students  are well integrated in the classes. The school has a multidisciplinary team to support students outside of class,  one bathroom have been adapted, a ramp have been built with lift. All students are encouraged to attend school sports.
However, only a small percentage participates in Erasmus+ projects.
Students with cognitive impairment should be more closely monitored in the classroom, together with the rest of the class, as they need support to explain tasks, for example. The teacher finds it very difficult to perform tasks with the whole class and pay attention to special cases.

# data[].attributes.body
I’m an English teacher and I have several students with educational needs so most of the time I need an extra teacher to give them the proper attention.
My school has already integrated issues related to inclusion and gender equality.

# data[].attributes.body
The collaboration and cooperation between teachers and students in the center and with the sister schools generate an environment that favors the inclusion of all. Using information and communication technologies we can favor this inclusive environment in a large part of the school.

# data[].attributes.headline
Ana Magano - Agrupamento de Escolas da Damaia, Portugal

# data[].attributes.subject
Ana Magano - Agrupamento de Escolas da Damaia, Portugal

# data[].attributes.body
My school is a truly inclusive school. Even before the new law (DL54/2018) we had special subjects for students with learning/cognitive disabilities, aimed to provide them with lifelong skills rather than a multitude of scholastic knowledge.
With students from over 20 different countries, our school prides itself to welcome, integrate, accept and work with all students who come to us.  Our team of professionals, from social workers to psychologists, from teachers to assistants and Special education teachers, EMAEI is a complete team working to ensure our students get the best education possible regardless of what makes them special in the school and in the community. We have partnerships with psychology cabinets outside  the school scope to respond to all our students’ needs, organizations that provide after school activities, a district orchestra and the food bank.
Students who don’t speak Portuguese are placed in a mainstream class, to make friends and learn how the Portuguese school system works, but attend mostly Portuguese as a second language classes with other foreign students. Classes like PE, Music, Arts or ICT are attended by all students of the same class.
I am very proud of the way my school treats all students making them and their families feel safe, welcome and ready to face the next chapter in their lives once they graduate from middle school to either attend High school or a vocational trade school.

# data[].attributes.body
I consider my school to be very inclusive. All students with health problems, coming from lower social classes or belonging to minority ethnicities are well integrated, both in the classes and in the various existing projects. The school has a multidisciplinary team to support students outside of class, it has two psychologists, a technician and, when necessary, technicians come to do therapy with our students. For example, in our Erasmus+ KA1 VET project we have places for internships abroad only for this type of students, some bathrooms have been adapted, some ramps have been built and there are elevators.

# data[].attributes.body
ın my school students work together, share ideas and support each other while practicing new skills and acquiring new knowledge. As ınclusive schools , Counselor teachers should work with classroom teachers with support programs for students who need special education. In order for students from different backgrounds not to be excluded, training about inclusion at schools should be organized for teachers. A democratic environment should be created in the school and student commissions should work actively. School clubs should be diverse and their activities should be practiced by students. A sense of belonging to the school should be given importance.

# data[].attributes.body
My school is an inclusive school. In my schook there are several strutures that facilitate inclusions strategies, we have a student and familysupport office, an inclusive education support tean, a psychology and guidance office, individualizesd education support in the Special Education Classroom, inclusion of students in class and in activities that take place at school.

# data[].attributes.body
I think school should be more inclusive in the sense to organize its system in a better way,   to answer efficiently  challanges of our society.
Planning and sharing objectives to stakeholders, to satisfy expectations and fulfill community's  aims.
It needs to  invest more money in formations,  specialists and technologies,  monitoring, controlling and continuously improving process.

# data[].attributes.headline
Alexandre Martins - EB Cruz de Argola, Portugal.

# data[].attributes.subject
Alexandre Martins - EB Cruz de Argola, Portugal.

# data[].attributes.body
My school is an inclusive school and we do our best efforts to integrate all students no matter their dificulties, disabilities, special needs, races ou creeds.
I believe, honestly, that every teacher diversifies their methodologies to meet the real interest of their students.

# data[].attributes.body
In Italy students with disabilities and special needs are integrated into regular classes since the 70s. Depending on the characteristics of the child, a multidisciplinary team (teachers, neuropsychiatrists, social service professionals) define the presence of a support teacher for the class. At the national level, many guidelines have been issued over the years about the different aspects of this topic. At the local level, each school can define protocols and practices to meet the necessities of the students. Local social and health services and the municipality are usually involved.

In my school, many actions have already been undertaken: a psychologist is available for teachers, students and families; there are supervisors and coordinators that manage the protocols and support class teachers in dealing with doubts and issues; special projects and funds are dedicated to groups of children to meet specific needs.

Sometimes I feel that, apart from the teachers directly involved in classes where issues about the management of special needs emerge, the majority of the teachers are scarcely interested in adopting an inclusive approach in their everyday teaching (or don’t feel the necessity).

Another aspect to be pointed out is the fact that sometimes the special projects organised are meant to deal with an emergency but don’t take enough care of the follow-up. An example: there are funds dedicated to migrant students as they arrive at school to deal with the first period in the new environment. After that, class teachers may feel alone in helping the students to adapt and to participate effectively in the activities because there are no special projects dedicated to their needs.

# data[].attributes.body
My school is an inclusive school. All the students are integrated in normal classes. The education is inclusive. The students have oportunity and they can take part in activities and projets. They have more time to do tests and all of work. We have a great team of teachers specialized in special students with dificulties and they do excellent work.

# data[].attributes.body
My school is an inclusive school. All students are accepted and involved in the implementation of all activities from the curriculum and projects. Assistants are provided for students with disabilities. Our pedagogue and psychologist support the teachers in the classroom.

# data[].attributes.body
Within our basic objectives, the first one found is inclusion and diversity.
Inclusion is a reality within the school.
Every day, we learn much more thanks to the union of the psychopedagogical cabinet, teachers and families.

# data[].attributes.body
To facilitate inclusive approaches, at my school there is a service to promote activities to support inclusive education. Promotion of psycho-pedagogical activities to support students with physical, mental, cultural, social or economic disabilities, in order to promote effective equality of opportunities. Organization and guidance of final assessment tests for the preparation of professional aptitude tests and for the validation of competences and completion of overdue modules.

# data[].attributes.body
In my school is being implemented a KA1 erasmus titled : A school for all.Our teachers are attending seminars about diversity in classrooms and how to deal with it in order to make the best of it.There are also psychologists that visit our school every week and talk to students .Furthermore etwinning projects are being held where every student can take part and is accepted.

# data[].attributes.body
My school is an inclusive school, which has a very heterogeneous and multicultural population, but which knows how to welcome and respect all students.
It is a school that is concerned with integrating each of its students in the best way, starting with the involvement of families, who are agents of the educational community with a very important role in the path of their children. Care for the integration of students into dynamic classes that better suit their profile; the concern to promote personalized teaching that respects the learning rhythm of each one, leaving no student behind, valuing what each one can do and creating environments of empathy and respect for all.

# data[].attributes.body
In Portugal we try to promote inclusion in different ways and with different children.
Since 2018 this goal gained new breath and some infrasctructure were create at schools, like EMAEI, a multidisciplinaire team that facilitate the integration of children with specific needs, or imigrants and refugies, or gypsies. It´s a hard work, and we are fighint againt prejudices and exclusion.

# data[].attributes.body
I have read really interesting ideas from many colleagues. I would just mention the inclusion of Art and physical activities in our lessons, always providing space for expression and inclusion!

# data[].attributes.body
Being Inclusive is one of my school's missions and we often receive students who are rejected by other schools.

To facilitate inclusion, we have the following infrastructure:

- Psychology and Vocational Guidance Office;

Special education;

- EMAI Team (Multidisciplinary Team to Support Inclusive Education);

- Pedagogical partnerships in the academic context of students with Special Educational Needs or students with learning or behavioral difficulties;

- Individualized support, in a small group or in a class to help/reinforce or consolidate learning;

- Pedagogical Intervention Office;

- Health Education Project;

- The "Voice of Students" project, which aims to hear what students have to say about the school, present proposals, debate issues that matter to students;

- Portuguese Non-mother tongue;

- Portuguese for all, aimed at adults who arrive in Portugal and want to learn the language;

- Food supplement;

- We are a Human Rights Friendly school;

- Club UBUNTU that aims to promote empathy;

- European Club.

Throughout the year we develop and/or participate in various solidarity, volunteering and peace projects.

With civil society we have partnerships with the City Council, with the CPCJ (Commission for the Protection of Children and Young People), with Santa Casa da Misericórdia, with Escola Segura (Public Security Police); with local associations working with disadvantaged children, in the organization/dissemination/promotion/participation in joint activities.

For the future, we intend to implement bilingual teaching in a class, create tutorials among students (with teachers already exists) and create a community day since we have students from at least 8 countries on several continents.

The limitations are essentially physical and monetary, the school building needs continuous interventions to improve accessibility

for students with reduced mobility and arrange (transport) for these students to accompany their colleagues on study visits; adapt the school space to the technological reality so that all students have access to digital tools when they feel the need, provide a greater number of learning outside the school premises that involve travel by road transport.

# data[].attributes.body
Since my school is a VET school for healthcare professions, there are some limitations on who can enroll in different programmes. However, children with certain learning difficulties that do not present contraindications for the future profession, are accepted. What we lack is support from the educational authorities in form of educations for teachers on how to work with such students and availability of professional help, like rehabilitation councelors.

# data[].attributes.body
When it come to " inclusion", I can admit my school goes on top in relation to that!
There is a specific school organisation which contemplates roles and responsabilities for qualified  teachers in charge of students with special educational needs (BES) and those having more severe disabilities, both physical and psychological.  In addition to  teachers,  some assistants  help during the lessons and in the afternoon,  together with  families! The school also offers a psychological service with experts to students in  need of  help and advice.  There is a close collaboration with the other teachers in the class in preparing/adapting  the syllabus for disabled students. The teachers often hav ethe possibilities to keep updated with seminars held at school, also online, dealing with forms of inclusion and how to tackle forms of uneasiness.
I can't say my school is perfect but anyway, it makes any efforts available to avoid forms of dropping out and remotivate students when necessary.

# data[].attributes.headline
Sandra Pinto - Agrupamento de Escolas Morgado Mateus - Portugal

# data[].attributes.subject
Sandra Pinto - Agrupamento de Escolas Morgado Mateus - Portugal

# data[].attributes.body
Our school is an inclusive school because students are included in all activities and projects of the educational community.
Students with greater difficulties have the Learning Support Center where they develop substitutive learning and there is constant coordination between special education teachers and teachers of the various subjects to complement the work to be developed.
Inside the classroom teachers have diversified methodologies trying to meet the interests and needs of different students. In addition, they conduct classes in an innovative way using information and communication technologies, so that the classes become more dynamic and attractive for the different profiles of students.

# data[].attributes.headline
Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

# data[].attributes.subject
Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

# data[].attributes.body
Our school is an inclusive school where all students are welcomed and are supported to learn, contribute and participate in all aspects of school life, such as projects, activities...
If we think about the students with special needs, they are integrated into the classes and they also have a Special Needs teacher who is in some lessons or sometimes works with them outside the classroom. They are supported by a multidisciplinary team, including teachers and the school psycologist. However, the hours dedicated to these students aren't enough and I think it is missing some technicians, social assistants, pedopsychiatric doctors, and more specialized teachers.  Why not promote courses to teachers? There's also a specific room for these students but it could be better equipped.
In spite of some difficulties ( lack of human resources, lack of interest from some families), in our school, every single student matters and they are all given the same opportunities. Nobody is left behind. We all work with a collaborative approach, respect, using technological devices, and there are students who are mentors of other students. There's an environment of mutual help.
We can also think of the subject of Citizenship and Development ( all the grades have it) where debating issues such as inclusion, bullying, equality, human rights, gender equality... is a priority.
Our school is a "multinational school" with lots of students from different nationalities. I may say they all feel at home. And now we have also received several Ukrainian students in our different schools ( we are a group of schools from the pre-primary to the secondary).
Considering eTwinning, I can assure you that projects give all the students the opportunity to participate and learn from other students. We always look for an inclusive environment for students with different abilities and cultures. We always try to follow the eTwinning school Mission.

# data[].attributes.body
Students are included in all activities and projects. The new comers that arrive throughout the school year and don't speak Portuguese have reinforced classes to improve the language. The same happens with refugees. As for children with special needs they have support lessons with a Special Needs teacher inside the classroom. And they have activities outside the classroom and the school, like pedagogical gardening and swimming lessons. I think this isn't enough. We should have more specialized teachers or fewer students per class in order to reach all children. Each student have the right to have a teacher who can reach him and understands what he needs and diversifies stategies and methodologies so he can have the best learning process.

# data[].attributes.headline
Helena Silva - Agrupamento de Escolas Santos Simões

# data[].attributes.subject
Helena Silva - Agrupamento de Escolas Santos Simões

# data[].attributes.body
Our school is an inclusive school because students are included in all activities and projects of the educational community.
Students with greater difficulties have the Learning Support Center where they develop substitutive learning and there is constant coordination between special education teachers and teachers of the various subjects to complement the work to be developed.
Inside the classroom teachers have diversified methodologies trying to meet the interests and needs of different students. In addition, they conduct classes in an innovative way using information and communication technologies, so that the classes become more dynamic and attractive for the different profiles of students.

Translated with www.DeepL.com/Translator (free version)

# data[].attributes.body
Hello everyone!

I would like to summarize what has been done to make the EB de Real school more inclusive. First of all, through the creation of a multidisciplinary team: special education teachers, school psychologists, educational psychologists and other teachers and technicians (pedopsychiatric doctors), which diagnoses students and their problems, then with the teachers proceeds with the assessment and direct monitoring of each student, in addition to that, individualized support is available to students and directed to their idiosyncrasies. The continuous assessment of each student is carried out systematically and periodically. There is, however, a need for a friendlier and more inclusive space equipped with digital technologies.

# data[].attributes.body
Our school receives every year new students from differents backgrounds who do not speak the language of instruction. Besides, a high percentage of students have educational needs. That's why inclusion is crucial in our school. We deal with this diversity by means of Spanish language classes and homogeneous but small groups to reach everyone.

# data[].attributes.body
It is the school that creates a stimulating inclusive environment, assures
support in the learning process, devises
activities appropriate to the characteristics and learning experiences of children. An inclusive approach is often achieved through group work and the use of information and communication technology.

# data[].attributes.body
At the school where I work, there are several projects related to inclusion and partnerships with the community. There is the discipline transversal citizenship to the curriculum and also the projects “guru of emotions”; “SOBE”; mentoring programs and a conflict management office, as well as sessions with a team to discuss broad inclusion issues. However, in a school context, the path is still long.There is a lack of human resources, lack of adherence and interest of families, lack of programs to change and make room for difference. give time to have time

# data[].attributes.body
In my school, the inclusive approach must be greatly improved. There are protocols to serve students within their diversity and programs to prevent bullying and gender violence. It would be necessary to improve in the following aspects:
-Digital competence.
-eTwinning projects.
-Coordinated work between teachers.
Now we have students from Venezuela, Colombia and Russia. We have to improve the reception protocols and educational care.

# data[].attributes.body
Honestly, I'm afraid there's nothing in my school related to inclusion... It's true that, if we refer to disabled, we don't need to develop a hard work for enabling inclusion until now, because we haven't to need to do it so far.
Of course, we have set a protocol in case of integration issues with students which have, for example, bullying problems, either for gender issues or for economical issues.

# data[].attributes.body
My school has already integrated issues related to inclusion, gender equality and violence. We have a school subject which is called “Cidadania e desenvolvimento” – “Citizenship and Development” for all school grades, from primary school to secondary school. Each grade has a theme and teachers decide together what activities will be done in order to develop subject according to the provided contents.

# data[].attributes.body
In my school we have created an environment in which all students feel the same regardless of differences (workshops). They are integrated into our classrooms. Now we have students from Ukraine who are involved in classrooms. Using technology and working with parents helps us a lot in our work. Teachers prepare digital content, conduct activities to develop responsible, independent and creative students willing to cooperate

# data[].attributes.body
My school tries has invested in ICT to improve creativity, self-learning, motivation in class. Technical devices, access to the Internet in all the classrooms, give new and different opportunities to everyone.
We work collaboratively in class, so students can learn from each other.
Etwinning projects lets all the students participate and learn from other students.
Cooperation is important to work together.
We should engage more teachers in eTwinning projects and Erasmus+ so all the school participates in different projects.
There are many students with special educational needs and very few hours of specialized teachers that can help students and teachers in the different processes.

# data[].attributes.body
Regarding inclusion, considered at 360 degrees, in all its aspects, it should be emphasized that our school is a minority school, where the language of instruction is not Croatian (language of the majority), but Italian. Pupils who do not know either language often enroll, in fact we have had Chinese, Russian, Polish pupils, so inclusion is an essential part of the educational process where collaboration with parents and technology can certainly be of help.
Another thing to note is that in our school we have an elevator that allows non-ambulatory people to reach the classrooms, offices, toilets. Thanks to it, our school can enroll children, for example, who travel with a wheelchair - this is certainly a formal infrastructure that facilitates inclusion. Then it is up to teachers to find processes that stimulate inclusion in pupils.
What is missing and what could be added - I believe formal help from the ministry in the form of courses for teachers, or from the municipality in further improving the infrastructure or providing grants for various projects.

# data[].attributes.body
The school is committed to creating an ICT environment that supports independence, creativity and collaboration among students. The goal of all employees is the preparation and implementation of digital educational content, processes and activities aimed at encouraging the development of students into responsible, globally competent and innovative citizens.

# data[].attributes.body
For the implementation of inclusion, the attitudes towards inclusive education as well as the perception of inclusive teaching practices and resources are important factors and all of us, teachers, students and parents have to help change people’s minds. At my school we try to create an environment where all students feel the same despite their differences. They are integrated in our classrooms and the entire educational community tries to promote an environment of mutual help and collaboration.

# data[].attributes.body
Scaffold learning, have clear and achievable learning outcomes and differentiate teaching according to learners' needs

# data[].attributes.body
In my school all roles are crearly defined and published, not only for teacher, we have pupils mentoring other pupils, as inmigrants who do not know our language.
We have procecess to work in different levels.
Maybe our lack is the technology, it is wery old and we have few computers.
Nevertheless, we usually work in etwinning projects collaboratibelycwith other countries.

# data[].attributes.headline
Glória Coelho AE S. Bento- Vizela- Portugal

# data[].attributes.subject
Glória Coelho AE S. Bento- Vizela- Portugal

# data[].attributes.body
O novo quadro normativo em Portugal invoca mudanças significativas nos contextos educativos, nas funções dos seus profissionais, convocando todos para a construção de uma escola, que responde a todos, e a cada um dos seus alunos, não deixando ninguém para trás, sem exceção. Educação 2030: Declaração de Incheon e Marco de Ação, (2015; 2020). Corroboramos com Pacheco (2019, p.7) quando refere que a escola deve garantir “melhores aprendizagens, mais significativas e impactantes”.

Deste modo, professor assume um papel de mediador social. Não se limita a ensinar mas afigura-se como um agente de mudança, face à nova realidade das nossas escolas. Nesta lógica, o principal desafio é compreender esta narrativa de aprendizagem, onde o ensino híbrido assume grande relevo pois estamos perante alunos “nativos digitais” e a investigação tem demonstrado a sua eficácia e eficiência no processo ensino-aprendizagem. Mas também, o trabalho colaborativo, as mentorias entre pares. são abordagens que nos transportam a prática inovadora e exequível em contexto de qualquer disciplina, através do desenho de cenários de aprendizagem. Cenários esses que permitem a conjugação das didáticas, ancoradas no PASEO, rentabilizando múltiplas ferramentas digitais, promovendo uma escola democrática, ecológica e inclusiva. Assim sendo, o aluno pode trabalhar com o material ao seu ritmo e tentar desenvolver o máximo de compreensão possível, é incentivado a ser mais autónomo e a preparar-se para a aula, realizando tarefas ou autoavaliações.

# data[].attributes.body
Inclusion is a key word in our school.
Administrators, teachers, parents and community all know that every single student must have the opportunities to share and participate in all activities. Therefore the use of technological devices, the internet access. the Erasmus and Etwinning projects, the mentoring projects, are ways that we use to promote this inclusion. Students with more and specific needs also have the help of a specific teacher.

# data[].attributes.body
In our school we have different projects about inclusion. One of them is dedicated to students at risk of early school leaving. The name of the project is "Lighthouse" (faro in italian) which corresponds exactly to the goal of the project: to give students a direction towards their own future and let them have a final goal to reach.
We also use the peer to peer education methodology and organize special mentoring meetings between mentors and mentees.
All students with disabilities are supported by qualified teachers helping them finding the best way to reach the classroom targets.
We work every year on different projects for the World Autism Awareness Day involving students with different kinds of disabilities, students with special educational needs and learning difficulties together with their classmates in order to raise in the whole school community the awareness and knowledge about disabilities. This helps avoiding stereotypes.
We work with digital tools which facilitate the learning and the teaching process by using visual materials beside oral ones in case of students coming from other countries and facing language barriers. Technology is also useful for the accomplishment of simple tasks by students with learning difficulties.
We try to investigate students learning preferences in order to find the way they learn best.
We also have some projects for students who speak a foreign mother tongue to teach them the italian language in order to include them not only in our school by also in the community in which they now live.
For these students and also for students with disabilities we organize cooking courses and we have a vegetable garden in the schoolyard where they can grow all kind of vegetables.
What we still need to improve is the focus on gender equality and liberty.

# data[].attributes.body
In my school, we try to create a friendly environment between teachers and students through a project called School which is friendly towards the students. There is a very good collaboration also with parents, we are doing lots of projects, like eTwinning, Erasmus, DofE, Orange, projects for a Hungarian minority because we have students with Hungarian nationality as well,... The school has some technological devices also thanks to IT Academy, but unfortunately, we cannot borrow any of them to students for their work at home, only at school. What we do not have are teachers who would be willing to develop further, there is also poor knowledge of English (except for the English teachers), some teachers have a prejudice against certain groups of people etc.

# data[].attributes.body
Today it is important to be digitally literate. There is a lot to offer, and children are exposed to various dangers using various games and applications. In fact, just by staying in school, they learn the rules to follow on the web, and in addition to teaching them how to protect themselves, with other people's material on the Internet, we teach them how to download something without stealing.

# data[].attributes.body
These things make it easier to get involved in my school:
- technological devices
- facilitates internet access
- eTwinning and Erasmus projects, PASCH projects, Stem working group
- engaged teachers
- sharing and cooperation between teachers (good examples for students)
- kindness
- cooperation with parents
-students' council, parents' council and teachers' council
Things that don't make it easy to get involved in my school:
- no access to the school for the disabled
- difficulties in accessing European vocational training courses

# data[].attributes.body
The idea of ​​inclusion is very important but difficult to put into practice. In my discipline, which is practical, I have students with educational needs. If I'm alone teaching a class with them integrated, I can't give them the proper attention. What I mean is that there should be a teacher accompanying these students, in the classroom together with the class, so that they could develop the activity at their own pace with someone to support them, because a teacher alone cannot pay attention to all. There must be more than one teacher when required.

# data[].attributes.body
My school aims to be comprehensive and integrators, to answer needs, potential and

the aspirations of all children.

Detailing, we want a unit of education with special socio-human values: a true one

inclusive school (school for all) able to integrate instructive-educational all types of students, from the child with

deficiencies to the student with high performance, using competence and dedication of all teachers.

The development of etwinning and erasmus projects has taken off, but there are some linguistic obstacles, many teachers have poor knowledge of foreign languages ​​or no motivation to better manage their working time

# data[].attributes.body
At my school, preconditions for provididing inclusive learning are largely well-established. This is due to my schools status as a facility of 'Common Learning'. Every group of students is supported by a multiprofessional team. The members of these teams (teachers, special educators, social education workers, inclusion assistants) collaborate closely to ensure that the children's individual needs are met. Thus, particular learning plans are designed and updated in the course of every child's school career. Now, what is missing in this whole process is the integration of technology, i.e. using media and apps to support this process, as well as an internationalisation of learning. The latter facet would not only benefit students with learning or social disabilities, but also our refugees in international classes.

# data[].attributes.body
Things that facilitate inclusion in my school:
- technological devices
- facilitate access
- eTwinning and Erasmus projects
- sharing and collaboration between teachers (good examples for students)
- kindness
- collaborations with parents
Things that don't faciliate inclusion in my school:
- poor knowledge of English among teachers
- little investment in infrastructure
- New covid rules
- difficulties in accessing European professional development courses

# data[].attributes.body
Society is changing and so are families and children. Society today offers a lot but it is very complex and in this complexity it creates differences, families are complicated in their relationships and more and more young people have needs of all kinds: here is therefore inclusion. It is important to collaborate to plan in order to include more and more