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Using Blue-Bot to teach pupils with mental disability

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Using Blue-Bot to teach pupils with mental disability

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- we use a translucent pad with a drawn square grid with dimensions of 9 x 3 squares or designed pads according to the topic of the lesson (planar and spatial units, numbers, financial literacy, reading literacy, ...)
- we choose the pictures according to the topic and the relevant subject - each is approximately the size of one square, so that it corresponds to the format of the translucent background
- the blue-bot moves along a square grid according to the teacher's instructions. The student answers the given task verbally and then programs the robot for the correct answer.
- At work, it is possible to use other educational material, which completes and diversifies the interest of the lesson.

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Blue-Bot® Bluetooth Programmable Floor Robot from TTS Group

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The Blue-Bot® programmable floor robot is the perfect place to start for teaching control, and you can wirelessly control it with your tablet or PC.

Blue-Bot can now detect another Bee-Bot or Blue-Bot® and say hello. They will play a default sound or the students can record their own. Students can also record audio to play back when each button is pressed, making it more accessible to all students, including those with auditory or visual processing needs.

Blue-Bot has a clear shell so children can see the components inside. It is also rechargeable so you don't need to worry about replacing costly batteries.

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LearningApps.org is a Web 2.0 application, to support learning and teaching processes with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. We use LearningApps games with SEN students as they are easy to play, educational and interesting for our students.

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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educational video of our students refering the develpoment of educational television through the time..

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educational video of our students refering the develpoment of educational television through the time..

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Ενιαίο Ειδικό Επαγγελματικό Γυμνάσιο και Λύκειο Κατερίνης

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it is a memory learnig game for the aplhabet

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it is a memory learnig game for the aplhabet

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Verbal behaviour development method

Builds on the methods of Applied Behaviour Analysis (ABA)

Develops skills to learn the language functionally

Generally applies for instruction of children with various developmental disorders

Progress in communication skills leads to a substantial reduction of problem behaviour

Instructions progress according to strictly defined hierarchy whereas “mands” present are the main feature in verbal behaviour development

Another features included in usage of “expressive language”: “tacts”, “echoic rections”, “intraverbal” and “expressive language”

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Our school is an educational institution where there are various workshops for young people with Mild Mental Disabilities to integrate into society and enter business life. In these workshops, special education specialist teachers and vocational teachers are asked to advance the mental and physical activity levels of students with various methods, techniques and applications. This consists of methods based on minimizing their difficulties in both life and business life.While doing this, students are expected to enjoy, fully participate in the activity, develop their skills and have fun. Since there are various vocational teachers in these schools, each revises the methods and approaches based on their profession in their workshops according to the mentally disabled individuals. The techniques we use in our vocational-based schools are as follows; show-making, travel technique, role playing improvisation, simulation technique, drama, exhibition technique and so on.

Demonstration Technique

Demonstration technique is a technique that is mostly used to gain physical skills. The teacher shows the action step by step, explains it, the students watch and do it carefully, repeat it until it reaches a sufficient level. Since the demonstration technique is a very permanent teaching technique for students, it has a great place in active learning. 100% learning is provided with this technique. Because students learn by seeing, hearing and touching, there is a permanence effect.

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SIMULATION TECHNIQUE (SIMULATION) - CLOSE TO REAL ARTIFICIAL ENVIRONMENT

It can be taken lightly by students.

It is the way to learn from the model of the truth in situations where it is difficult, dangerous and costly to train students with real tools.

There is immediate feedback and correction throughout the process. Reinforcers are used.

It improves decision making, implementation and responsibility skills.

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SIMULATION TECHNIQUE (SIMULATION) - CLOSE TO REAL ARTIFICIAL ENVIRONMENT

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Bingo and Lotto games are a great way to teach SEN students.These game can be played with 2-6 players. Alternatively, you can use the lotto boards for cooperative play and everyone can work together to fill the boards.

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The project method is a teacher-facilitated collaborative approach in which students acquire and apply knowledge and skills to define and solve realistic problems using a process of extended inquiry. Projects are student-centered, following standards, parameters, and milestones clearly identified by the instructor. Students have control over the planning, refining, presenting, and reflecting of the project. It gives opportunities to evidence learning via a wide range of methods – this means students are given a choice of ways to complete a task, such as by writing a story, producing a video, or creating a presentation.

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Special technology allows increasing the independence of a particular student freeing him from the constant need for direct teacher involvement. As a result, a student can choose the speed of learning that is convenient for him which leads to more personalized learning. When a student doesn’t inhibit the learning process for the whole group, it allows reducing the anxiety level which plays a significant role in education as well. Implementation of technologies in special education allows simplifying the communication and improve the academic skills of students with disabilities.

The use of technology in special education helps break the barriers for people with disabilities and provide them with access to the most relevant educational programs. Properly designed software and hardware allow students with special needs to get modern education and achieve any required information online.

Technology helps provide students with individual learning events, enables reaching higher flexibility and differentiation in educational methodologies. With modern technology, teachers can adapt to the possibilities of a particular student with minimum effort and choose one of the dozens of available learning tactics designed to meet the needs of individual learners.

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Differentiation used to make teaching meet the needs of individual pupils and students, includes varying:

• Content – by changing font size, providing coloured overlays or work on different coloured backgrounds; by reducing the length and reading level of text (including covering curriculum content from a different key stage), and use of a multi-sensory approach (adding pictures, for example)

• Pace and model of delivery – by presenting information (spoken and written) in a way all pupils and students can follow, by using appropriate vocabulary, slowing down, splitting information into chunks, repeating and rephrasing, making tasks and instructions clear and easy to follow, providing examples of what is expected, scaffolding learning, demonstrating and modelling, and allowing pupils and students time to think and to respond

• Learning objectives – whereby different pupils and students are given different objectives and/or targets, still within the overall class objectives but relevant to their level of learning

• Group size

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Using Funtronic to teach pupils with mental disability

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Using Funtronic to teach pupils with mental disability

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Therapeutic horse riding in Special  Vocational Gymnasium and Lyceum of Katerini. Greece

Therapeutic horse riding on a person with a disability, has  a main purpose of rehabilitation (motor, social) and improving their health and life. The horse in this case becomes a therapeutic tool. It is applied  under specific conditions
·         such as specially trained horses,

·         specially designed environment,

·          specialized scientific staff,

·          special equipment, etc.
Educational  goals

1. EMOTIONAL   AND SENSORY KINETIC  DEVELOPMENT

2. SELF-ESTEEM, SELF-EMOTION-SKILLS DEVELOPMENT

PEDAGOGICAL OBJECTIVES
Our goal in this case is the multiple benefits that have to do with the movement, the student's contact with the horse and the space where the sessions are held. Benefits such as pleasure, entertainment, socialization, improving skills through exercise, etc., or simply learning to ride as a hobby or sport in a safe environment. Therapeutic riding is practiced by specially trained gymnasts who specialize in therapeutic riding.
This program involved 10 students aged from 14 to 18 years old for 2 hour once a week  for  two  academic years. This educational program carried out by 3 gymnastic teachers trained for one year in therapeutic horse riding. In the pictures students using gymnastic tools (artistic ring) learned how to oriented themselves (right, left, up and down) towards the horse and also developing communication skills with hanging the horse with the rope, felling relaxed and easy with such a big animal related to their size. Students  find it very exciting all the procedure (feeding the horse, taking for a walk, brushing its hair, riding) and we are planning  to continue next year.

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therapetic horse riding...

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Learning fractions  …Special vocational Gymnasium and Lyceum of Katerini…Greece.

Students and math teacher find a very interesting and joy able way to learn fractions.

1.      Students made a flower using colored wooden sticks..

2.      They numbers 8 petals, so that understanding the whole flower..

3.      They took 1 or 2 pedals from each flower and they wrote down the mathematic  term

4.      Then they went to the play ward  playing a role play act. They designed on the ground the same flower, and colored it..

5.      Then they made the flower holding each other’s hands understanding the unity 8/8=1.

6.      And in the end of the role play 1/8 ( a girl) was moved out of the unity..

The students find it very interesting and funny way to learn maths.

10 students took part, the mathematician, the arts teacher, and two others teacher to supervise.

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at the play ward

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 Α ΒΟΧ  FULL OF FRIENDSTHE SIGNIFICANCE OF FRIENDSHIP IN BULDING EMOTIONAL BONDINGAn interventional  program by the social workers of the Special Vocational Gymnasium and Lyceum of KateriniThis program has the main goal to develop the value of making friends, understanding feelings, sharing emotions, actions and fun based all in the process of building friendship.Through friendship, students start to share their experiences, learn to help the others, express their emotions without to be criticized, respect and help each other by realizing how important is to make friends who appreciate you and be there for you. Our teenager students facing  social difficulties, emotional anxiety of acceptance and being a part of a team, so that this program is helping them to set boundaries in order to establish a new friendship among their teens. The program is carried out twice a week for 2 hours in two groups of male students 6 and 5 each (11 overall students) in all the academic year 2020-2021 and it will be continued in the next year also with other pair of students. 1.	Students are sitting in circle and starts with activities aimed at relaxing them, and gradually connect each other with common experiences.2.	Then there is always a narrative story teller at the beginning of the session, in which the students indentify themselves with the story characters.3.	Then they discuss about what they heard and some questions arise, such as: “How the character has reacted?”, “how do you think you could have reacted if you where in his place?”, “what this story tells to you?”. After a discussion through role playing activities students are becoming aware of their emotions and actions referring in all procedure of making friends. They understand their feelings (happiness, anger, anxiety, willingness, surprised, ect), and how these feelings go through a friendship.4.	Therefore the group of students every day starts to share more and more worries, dreams, wishes and concerns, they becoming friends and they start to care about their group.   Then they write down what their friend may look like, give a name to  their group, indentify their rules and finally the group of teens points out the strong and the wick parts of their group. 5.	 In this way students strengthening their emotional bond and understanding, why becoming a friend is so important in social development, and in every day situation.6.	 At the end of each sessions male students are also write down how they felt during the sessions and putting their notes into THE BOX  FULL OF FRIENDS.

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 Α ΒΟΧ  FULL OF FRIENDSTHE SIGNIFICANCE OF FRIENDSHIP IN BULDING EMOTIONAL BONDINGAn interventional  program by the social workers of the Special Vocational Gymnasium and Lyceum of KateriniThis program has the main goal to develop the value of making friends, understanding feelings, sharing emotions, actions and fun based all in the process of building friendship.Through friendship, students start to share their experiences, learn to help the others, express their emotions without to be criticized, respect and help each other by realizing how important is to make friends who appreciate you and be there for you. Our teenager students facing  social difficulties, emotional anxiety of acceptance and being a part of a team, so that this program is helping them to set boundaries in order to establish a new friendship among their teens. The program is carried out twice a week for 2 hours in two groups of male students 6 and 5 each (11 overall students) in all the academic year 2020-2021 and it will be continued in the next year also with other pair of students. 1.	Students are sitting in circle and starts with activities aimed at relaxing them, and gradually connect each other with common experiences.2.	Then there is always a narrative story teller at the beginning of the session, in which the students indentify themselves with the story characters.3.	Then they discuss about what they heard and some questions arise, such as: “How the character has reacted?”, “how do you think you could have reacted if you where in his place?”, “what this story tells to you?”. After a discussion through role playing activities students are becoming aware of their emotions and actions referring in all procedure of making friends. They understand their feelings (happiness, anger, anxiety, willingness, surprised, ect), and how these feelings go through a friendship.4.	Therefore the group of students every day starts to share more and more worries, dreams, wishes and concerns, they becoming friends and they start to care about their group.   Then they write down what their friend may look like, give a name to  their group, indentify their rules and finally the group of teens points out the strong and the wick parts of their group. 5.	 In this way students strengthening their emotional bond and understanding, why becoming a friend is so important in social development, and in every day situation.6.	 At the end of each sessions male students are also write down how they felt during the sessions and putting their notes into THE BOX  FULL OF FRIENDS.

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role play in play ward

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hug,

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I am frezing...

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brush my hair

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Verbs in action..A role play technique of learning and understanding verbs.. the role play technique has been using and in other language topics ( nouns, articles, proverbs)..in the classroom and outdoors..25 students are taking part overall, despite their mental lever. My goal is to involve as many students as they can.. and adjusting the role play to their mental and physical capacity..Aims1.	Students  understanding  the significance of the verb in oral and writing language..First understand the grammar of the verb, which is taunted in the class.2.	Then students individually or in peers of two or  more demonstrate with their body the verb..(see, write, love, hug, freezing, sit, calling, ect)3.	Then all together they play with the verbs using their body as a pantomima without using the word, but following their teacher’s instructions.. 

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Verbs in action..A role play technique of learning and understanding verbs.. the role play technique has been using and in other language topics ( nouns, articles, proverbs)..in the classroom and outdoors..25 students are taking part overall, despite their mental lever. My goal is to involve as many students as they can.. and adjusting the role play to their mental and physical capacity..Aims1.	Students  understanding  the significance of the verb in oral and writing language..First understand the grammar of the verb, which is taunted in the class.2.	Then students individually or in peers of two or  more demonstrate with their body the verb..(see, write, love, hug, freezing, sit, calling, ect)3.	Then all together they play with the verbs using their body as a pantomima without using the word, but following their teacher’s instructions.. 

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What is Visual Reading® special education in 2 minutes

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Visual Reading® - special education (2012 - 2020)

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Visual Reading® - special education (2012 - 2020)

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In our school we use this application for few years as a method to develop communication skills of students. It is interesting for them because it includes interactive components and they love to work on tablets.

It is a new generation educational platform for special education teachers and speech therapists.

It is based on scientifically approved methods of applied behavior analysis.

PRIMARY USE:
> Develop reading and writing (writing from Aug 2020)
> Support understanding of speech
> Enrich vocabulary
> Increase speech production

TARGET DIAGNOSES:
> pervasive developmental disorder
> autism spectrum disorder
> hearing impairment
> poliomyelitis
> mental retardation
> dysphasia, dyslexia,
> aphasia - after brain injury
> speech disorders
> Asperger’s
> Down's syndrome
> ADD, ADHD
> specific learning disorders

LEARNING LANGUAGES: US English, UK English, Scottish English, Brazilian Portuguese, Slovak, Czech, Hungarian, Polish, Austrian German, Spanish.

https://www.visualreading-specialeducation.com/

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 Special souls in English lesson The educational English  series titled "Special Souls in English Lessons",with their famous protagonists ( (Football Manager, Basketball Player, Travel Agent, Hairstylist, Νurse, Ηarbourmaster, Singer, Firefigther, Hurdler & Musician)before they "move" from the newly formed ENEEGYL WEB TV to Netflix ,are gathered in a best of,reunion party like the old times in Beverly Hills with the "Hollywood" reporter Martha Giannkidou and as we use to say "We're not just special,we're a limited edition" !The interviews were conducted as part of the Cultural Programme "Special Souls in English lessons" implemented by the Special Vocational Lower Secondary and Lyceum of Katerini. The concept of this programme can only be considered as innovative and striking in General and Special education in Greece. The aim of the programme is the production of audiovisual material with videos and recorded dialogues between students and teachers through role play. Dialogues are tailor made to the students' learning abilities and competence in English language.Creation/Presentation: Martha Giannakidou (ΠΕ06)Video & Photo Shooting: Nikos Kolitsis (ΠΕ02)

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 Special souls in English lesson The educational English  series titled "Special Souls in English Lessons",with their famous protagonists ( (Football Manager, Basketball Player, Travel Agent, Hairstylist, Νurse, Ηarbourmaster, Singer, Firefigther, Hurdler & Musician)before they "move" from the newly formed ENEEGYL WEB TV to Netflix ,are gathered in a best of,reunion party like the old times in Beverly Hills with the "Hollywood" reporter Martha Giannkidou and as we use to say "We're not just special,we're a limited edition" !The interviews were conducted as part of the Cultural Programme "Special Souls in English lessons" implemented by the Special Vocational Lower Secondary and Lyceum of Katerini. The concept of this programme can only be considered as innovative and striking in General and Special education in Greece. The aim of the programme is the production of audiovisual material with videos and recorded dialogues between students and teachers through role play. Dialogues are tailor made to the students' learning abilities and competence in English language.Creation/Presentation: Martha Giannakidou (ΠΕ06)Video & Photo Shooting: Nikos Kolitsis (ΠΕ02)

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Best of "Special Souls in English Lessons" compilation! EΝΕΕΓΥΛ Κατερίνης (summer mix edition)HD '20

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Using Short social stories in education of pupils with autism

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Using Short social stories in education of pupils with autism

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The method is used to practice and improve social skills, to clarify the rules of social interaction.

The aim of the method is to help the student understand social situations through a visually illustrated specific procedure.

It is a social story, a short story that describes a specific situation, person, skill, event or rules, and adequate responses in a particular social situation.

It teaches students to manage their own behavior in an interactive situation, describes where and when the activity takes place, what happens, who participates and why it is necessary to behave in a certain way.

As students with autism cling to a routine, the suggested story can be used to create a routine or rules that they can apply in a real situation.

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The pupil practices word analysis and synthesis, global reading, visual differentiation and fine motor skills.
The teacher has prepared many variations and difficulties for learning and practicing.

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Tools for practicing mathematical skills

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Tools for practicing mathematical skills

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How to use Logico board:Review|| LOGICO PRIMO from GROLIER

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Canis Therapy is a supportive alternative method, that uses the positive effect of the presence and contact the dog on health, physical, mental and social well-being of a client.

Canis Therapy helps to grow emotional, intellectual, motor, communication and social skills. The dog in the educational process is a natural motivating element for the client; the behavior is natural, creates a pleasant relaxed atmosphere, serves as a motivation to practice various skills and habits in a natural way. Canis Therapy is a individual process or it is possible do it in small groups of students. At the beginning, we start with the games, so students and dog can get closer to each other, like throwing the ball, giving commands, etc. Then follows the mutual contact of the dog and the student: the student caresses the dog, offers some food. Next are the games for the development of motor skills, communication skills, socialization and stimulation games. Finally, we using positioning, play relaxing music, wrap the pupil to positioning aids and put the dog close to the student, so the dog can be warming and stimulating client muscles and tendons.

As part of animotherapy, in addition to Canis Therapy, our school also provides therapy with a small rabbit. The students take care of small rabbit and it is a part of the therapy: they clean home of rabbit, give the food and drink, touch... This method builds a relationship with nature, feeling and empathy for living animals, progress of motor and communication skills, reduce tension and stress.
The main goal of Animotherapy is to help develop emotional, intellectual, motor, communication and social skills.

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Montessori pedagogy is a part of our preschool activities as an alternative educational program. The environment prepared for the child takes into account child's growth and physical or mental abilities. In such environment the child can independently choose the desired activities and performs them to his own satisfaction. The teacher accompanies the child as his equal partner, not as an authority.

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Center for leisure time activities is opened in Spojená škola Piešťany for young people with disabilities aged from 15 to 30 years.  The activities are divided into five areas (educational, social, natural science, aesthetic, cultural, physical education - sports). Clients improve their knowledge, skills and habits through activities in hobby groups. The activities are not only focused on enjoyment, but also to prepare students for real life.

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The educational English  series titled "Special Souls in English Lessons",with their famous protagonists ( (Football Manager, Basketball Player, Travel Agent, Hairstylist, Νurse, Ηarbourmaster, Singer, Firefigther, Hurdler & Musician)before they "move" from the newly formed ENEEGYL WEB TV to Netflix ,are gathered in a best of,reunion party,with the reporter Martha Giannkidou and as we use to say "We're not just special,we're a limited edition" !The interviews were conducted as part of the Cultural Programme "Special Souls in English Lessons" implemented by the Special Vocational Lower Secondary and Lyceum of Katerini. The concept of this programme can only be considered as innovative and striking in General and Special education in Greece.The aim of the programme is the production of audiovisual material with videos and recorded dialogues between students and teachers through role play. Dialogues are tailor made to the students' learning abilities and competence in English language.The material that was produced can be found on a  playlist of  10  educational videos , which is offered for  the purposes of distance learning in Greece and abroad to students and teachers of General and Special Education.Creative Presenter, Dialogues in Greek and English language: Martha Giannakidou (ΠΕ06)Journalist commentary, Video & Photo shooting : Nikos Kolitsis (ΠΕ02)

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The educational English  series titled "Special Souls in English Lessons",with their famous protagonists ( (Football Manager, Basketball Player, Travel Agent, Hairstylist, Νurse, Ηarbourmaster, Singer, Firefigther, Hurdler & Musician)before they "move" from the newly formed ENEEGYL WEB TV to Netflix ,are gathered in a best of,reunion party,with the reporter Martha Giannkidou and as we use to say "We're not just special,we're a limited edition" !The interviews were conducted as part of the Cultural Programme "Special Souls in English Lessons" implemented by the Special Vocational Lower Secondary and Lyceum of Katerini. The concept of this programme can only be considered as innovative and striking in General and Special education in Greece.The aim of the programme is the production of audiovisual material with videos and recorded dialogues between students and teachers through role play. Dialogues are tailor made to the students' learning abilities and competence in English language.The material that was produced can be found on a  playlist of  10  educational videos , which is offered for  the purposes of distance learning in Greece and abroad to students and teachers of General and Special Education.Creative Presenter, Dialogues in Greek and English language: Martha Giannakidou (ΠΕ06)Journalist commentary, Video & Photo shooting : Nikos Kolitsis (ΠΕ02)

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Special Souls in English lessons Νο 1 on ENEEGYL TV (AEK Football Manager) VIRAL HD December '

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From the year 2014 our school organizes an event for children from the special schools named  "Dance Without Limits", usually in the end of the May. Every year, about 150 children with various handicaps take part in this project; they are preparing for this event together with their teachers, performances with enthusiasm and joy, they get to know each other, learn to cooperate, help each other, they can win, same as healthy children.
The event has two categories - folk and modern dance, so children not only focus on modern dances, but they get to know also folklore customs and traditions.The event in previous years has been supported by singers and TV stars famous in Slovakia; it is also presented on regional television and in the press. Students from about 16 schools meet at the dance show, they can inspire each other and also have the opportunity to meet music and TV stars in person, which is a great motivation and reward for them.

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look at our website...

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ΕΝ.Ε.Ε.Γυ.Λ. Κατερινης

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Αυτή τη στιγμή το ΕΝΕΕΓΥΛ Κατερίνης συμμετέχει σε δυο προγράμματα σχολικών συμπράξεων ERASMUS + ΚΑ 229. Προγράμματα Erasmus+ σχολικού έτους 2019-2020: "Entrepreneurial Journey - Reanimating Craftmanship" ΠρογράμματαΔιαβάστε περισσότερα...Erasmus+