1. Best Practice Thematic Conference Workshop Inclusion and Special Needs Tuesday , 23 May 2017 , h 9:00 – Sassari ERASMUS+ ACTION KA2 SCHOOL TO SCHOOL PARTNERSHIP n IT02-KA _1 “Europe for Inclusion” Protocol for Students with Special needs

2. DEMONSTRATIVE INCLUSIVE LESSONS
EUROPE FOR INCLUSION
DEMONSTRATIVE INCLUSIVE LESSONS
March 2017
I.I. Mironescu School Tazlau, Romania

3. Our school is situated in the North East part of Romania, in Tazlau, a village at 40 km far from Piatra Neamt.

4. We have three functional laboratories (Physics – Chemistry, Computer sciences, Mathematics – Computer sciences), and a Documentation and Information Center, which includes the library, a reading room and a Multimedia laboratory. We also have laboratories for Geography, Biology, History, French and English.

5. In total, the school has 271 students and 25 teachers.
Our school includes:
kindergarten and pre-primary class – four groups of children between 3 and 6 years old;
primary classes – five classes of children between 6 and 10 years old;
lower secondary classes – eight classes of students between 10 and 15 years old

6. - Another situation met in Tazlau is the great number of children taken into foster care. Their adoptive parents take good care of them, but some children have medical problems and need special attention.
- Some of our students have poor families, sometimes very numerous (4 to 7 children).
- Others do not live with their parents because of the fact that they work in foreign countries. Thus, the children live with their grandparents or other relatives.

7. Number Total teachers
Number of curricular teachers 26
Number of special teachers
Number of supportive teachers
Total number of students
271
Total number of students with special needs 80
Percentage of students with special needs 30
Number of Students with special needs with medical certification 5
- physical disabilities
- intellectual disabilities
- neuropsychiatric disabilities
- sonsorial disabilities
- multiple disabilities 2 3

8. Number of students with behaviour problems3
Number of students with dyslexia 8
Number of students with Autism Spectrum disturb 1
Other (Limited intellect) 11
Number of students with socio economic disadvantages 12
Number of students affected by linguistic disadvantages 7
Number of students affected by cultural disadvantages
Number of students with emotional disadvantages 4
Other (foster care) 26

9. Number of educative / didactic plans3
Professional allocated sources inside the school
- number of special teachers
- number of support teachers
- number of cultural educative assistants
- number of speech therapists
- number of phychologists
- number of social assistants
- number of assistants for communication
- Number of nurses 2 1
Non teaching staff
- number of school keepers
- number of administrative office involved
in the management of sensitive data 4

10. What happens in our school - Inclusion group: in our school the teachers regurarly meet, analyse and adopt the best options for the students with problems. - Multidisciplinary assessment team: the teachers assess the activity with the students with special needs. - Special needs education group and guidance teams – in our school we do not have support teachers, pshychologists or speech therapists, but we collaborate with specialised people from Piatra Neamt. For example, we have a close collaboration with the external social assistants who are in charge with the students in foster care and we also established within the Europe for Inclusion Project a protocol with the specialised service in Piatra Neamt (CJRAE) who is in charge with the students with special education needs. The specialised representatives from this service come to our school whenever necessary and help us with the students affected by different problems.

11. Evaluation of outcomes and measures - model used – Index of Inclusion - internal evaluation: questionnaires in the framework of Erasmus+ Project

12. Development of a curriculum attentive to diversity and promotion of inclusive formative paths The great value of ”Europe for Inclusion” Project is obvious as far as the Romanian team is concerned. The very first two aspects that underline this are: - in our school there are 30 % students with special educational needs - we do not have support teachers, speech therapist, phychologists or other types of specialised people, but but we ony collaborate with external specialists

13. During the implementation of the project we had the oportunity to: - become more aware of the fact that we have to make more than an effort to integrate the students with special needs - analyse in an international context how inclusive our school is - aquire knowledge, competences and skills to make inclusion possible in our school - look for posibilities to go on the inclusion activity in the future

14. The Romanian teachers took part at six teaching – learning – training events proposed by the partner school and they improved their knowledge, skills and competences on topics such as: - learning skills disorders (Italy) - shaping memory, attention and concentration (Poland) - allophone students (France) - communication (Portugal) - didactic methods for teaching children with mood disorders (Lithuania) - teaching children with behaviour disorders (Latvia).

15. After taking part at the courses, we wanted to prove that our teaching methods have changed and, in March 2017 we designed and implemented some demonstrative inclusive lessons: Chemistry (teacher: Monalisa Lupu – participant at TLT event in France), English (Diana Chitu – participant at all the TLT events), Geography (Alina Barcan – participant at TLT event Poland and Latvia), ICT (Bogdana Blaga – she has not attended any TLT event till organising the demonstrative activity), lesson at kindergarden / preparatory class (Daniela Manoachi – participant at TLT events in Italy and Portugal).

16. When designing these demonstrative inclusive lessons, the Romanian teachers took into account the level of the students, their learning problems, the information they have received during the TLT events or the dissemination activities in our school. One must say that there were used methods, techniques and activities from all the TLT events, depending on the specific of the class and students.

17. Even if the Romanian teachers have not taken part at all the courses, they could find out information from the direct participants during the dissemination activities. Thus, one must give as example the ICT lesson proposed by Mrs. Bogdana Blaga who managed to apply methods and techniques used during the TLT events without participating directly.

18. Preparatory class – teacher: Daniela Manolachi
Topic: “In the fairy world”
16 students, of which 4 have slow rhytm of learning The skills involved were:
- language and communication
- Maths and Sciences
- Practical abilities

19. The teacher took part at TLT events in Italy and Portugal.
Techniques used during the class, seen / heard about from the TLT events:
The splitting of the natural numbers – Lithuania
- Memory game – Italy, Poland, Portugal
- Reusing the plastic stopping –Portugal
The use of the plastic bags and the wooden sticks to develop the acoustic sense of the children while keeping the rhythm of a melody –Portugal.

20. The teacher proposed differentiated activities for the students.
They had to help Thumbelina to be as beautiful as possible and to teach her some things she does not know. The students were split into 4 groups and thy worked in centers, including several domains.