# data[].attributes.body
Remote or rural areas

Small islands and

peripheral/outermost regions

Urban suburbs, in less serviced

areas (limited public transport,

poor facilities)

Less developed areas in third

countries, etc., may constitute a

barrier.

# data[].attributes.body
Discriminations linked to gender

(gender identity, gender

expression, etc.)

Age

Ethnicity, religion, beliefs

Sexual orientation

Disability, or intersectional factors

(a combination of one or several

of the mentioned discrimination

barriers).

# data[].attributes.body
Low standard of living

Low income

Learners who need to work to support

themselves

Dependence on the social welfare system

In long-term unemployment

Precarious situations or poverty, being

homeless, in debt or with financial

problems, etc.

# data[].attributes.body
Limited social competencies

Anti-social or high-risk behaviours

Social marginalisation may represent a

barrier.

Social barriers can stem from family

circumstances: being the first in the

family to access higher education or

being a parent (especially a single

parent), a caregiver, a breadwinner or an

orphan, or having lived or currently living

in institutional care.

# data[].attributes.body
Migrant or refugee background – especially

newly-arrived migrants

People belonging to a national or ethnic

minority

Sign language users

People with linguistic adaptation and cultural

inclusion difficulties

Being exposed to foreign languages and

cultural differences when taking part in any

kind of programme activities may put off

individuals

# data[].attributes.body
Early leavers from education and training

NEETs (people not in education, employment

or training)

Educational difficulties result from an

educational system which creates structural

limitations and/or does not fully take into

account the individual’s particular needs.

When the structure of curricula makes it

difficult to undertake a learning or training

mobility abroad as part of their studies.

# data[].attributes.body
Severe illnesses

Chronic diseases

Any other physical

or mental

healthrelated

barrier

# data[].attributes.body
Physical, mental, intellectual

or sensory impairments which,

in interaction with various

barriers may hinder someone

’ s full and effective participation in

society on the same footing as

others

# data[].attributes.body
CEL de Canarias is a remarkable online school that has been transforming lives for the past 4 years!

Our mission is to support students in the Canary Islands who face health challenges, whether they be physical or mental. 🌈

We strive to reach every corner of our beautiful Archipelago, providing crucial educational support during some of the toughest times in our pupils' lives.

Our goal is to keep them on track with their education, ensuring they have the resources and encouragement they need to thrive. When our students feel ready, they transition back to their face-to-face schools, continuing their educational journey with renewed confidence! 📚💖

We are proud to announce that we are now an eTwinning School, further enhancing our commitment to collaborative and inclusive education! 🎉

At CEL de Canarias, we use GSuite Workspace and a Moodle classroom, conducting daily videoconference sessions that mirror a traditional school schedule. We also offer invaluable emotional and individual support, fostering a nurturing environment for our students.

Together, we are building a brighter, more inclusive future for all our students!

#CELdeCanarias #InclusiveEducation #eTwinningSchool #inclusiveeTwinning

# data[].attributes.body
USING GOOGLE CLASSROOM FOR ABSENT STUDENTS ZS Kosmonosy is a public school for the first 9 years of compulsory education in the Czech Republic. We had some pupils who had operations and had to have a long-term hospital stay. They had teachers there who provided education for the long-term stay patients but we thought it would be a good idea to keep google classrooom working especially for such pupils who had to stay away from friends and school environment. We offered them live participation to the classroom. We had google meet and through online meeting pupils were able to listen to the lesson if they were able to, we also provided lesson summaries, and screenshots of daily work done from the coursebook and assigned work for them to revise and study through wordwall, kahooot, menti, google presentation etc. Our coursebook itself provides online practice for the students through a code and we encouraged those students to enter the website of the coursebook and workbook to practise and revise the covered topics. Of course it is not the same as the school environment but it gives the pupil a chance to keep in touch with the school work.