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Yard4All is a project focused on bringing together children with special educational needs (SEN) and children without impairment in a formal and non-formal educational context. Innovative methodologies are offered in order to enable the success of the learners and establish a sense of belonging.
The main goal is to invest on the qualification of teaching & learning, setting up a network of inclusive schools and inclusive community organisations.
The project will be implemented within 3 schools, 2 universities, 3 NGOs, 1 foundation and 1 enterprise. |
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The Child-to-child peer support model will be a one-to-one delivery program, who will encourage collaboration of children with SEN to neurotypical children, and it will address awareness sessions on issues as emotional competences as self-esteem, confidence, emotional health and well-being of ALL CHILDREN, often in a ‘within school’ context.
The document includes: Peer support models, Key lessons learned from the evidence, School-based activities focusing on disability, A literature review on children with SEN. |
How to set-up an inclusive school vegetable garden
The 1st Short-term joint staff training was organized by AGRUPAMENTO DE ESCOLAS D. CARLOS I in a blended format, where some of the participants met at the local level, in Portugal, and the rest of the participants together with the trainers from the Norwegian University of Science and Technology joined online. One of the learning outcomes of this activity is the Organic Garden Maintenance Manual that you can consult below. |
Do you want know more about the Yard4All project?
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Check out the 2nd newsletter of the Yard4All project!
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How to include children with special educational needs and disabilities
posted by British Council 
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Exemples of good practices of Inclusive Education
published by Inclusion Europe with support of the European Commission 
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This website has been accomplished during the project Yard4All - Using School’s yard for ALL child’s wellbeing and development, Grant Agreement no. KA201-8A5F302D, implemented with financial support of the European Commission by the Erasmus + Programme. This publication reflects the views only of the author, therefore the European Commission cannot be held responsible for any use which may be made of the information contained therein. |
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