On Thursday 25/04/2024, after the departure of the students, an internal training and dissemination of the good practices brought by the participating teachers in the 1st mobility of our school in France in the programme entitled “Job shadowing in Aix en Provence, France” and its purpose was to present the good practices that were gained: a. on-the-spot job monitoring in a relevant organisation active in the field of ELA, b. discussion-feedback-exchange of good practices with French teachers and c. expanding the observation model by taking on some teaching tasks. . Specifically, this mobility included a preparatory visit by the Director of the school unit, Mr. Spyridon Psarras and work observation by the members of the pedagogical team Erasmus+ , the deputy director Mr. Panagiotis Kotopoulos, Mrs. Georgia Gianara, Mrs. Ekaterini Stamatelatou, Mrs. Irene Katsavarou, Mr. Evangelos Haritos and Mrs. Asimina Riga. This mobility enhanced the exchange of good practices with the French Partners. More specifically:
- It reinforced everyone’s belief in the importance of regular interdisciplinary dialogue (on a weekly basis) and the joint identification of each student’s goals and intervention programme.
- She promoted as good practice the observation and participation of the psychologist in the child’s activities outside the classroom (in the child’s home environment).
- It showed the importance of the special education teacher to shape the weekly schedule of each child (number of teaching hours, choice of lessons, individual or small group support, etc.) according to the needs of the child and after discussion with the students. In addition, the following were identified as good practices in special education structures in France:
- Each section is attended by students of different classes (multi-grade section) depending on their abilities and learning needs.
- Inside the classroom, in addition to the teacher, there are teaching assistants with a supporting and facilitating role.
- In all lessons, the subject matter is differentiated according to the abilities and learning needs of the children.
- Parents/guardians can meet the multidisciplinary team on a weekly basis for an update on a predetermined day and time.
- Possibility of a professional perspective through the practical laboratory knowledge they already acquire from school & the connection with the labour market, such as Hotel Restaurant Olympe (a hotel-restaurant where people with disabilities work).
- Adequate space and logistical infrastructure, especially to enhance the teaching of laboratory courses, are essential for the smooth and effective operation of the Laboratories.
