Check out our Library
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Good practices
Earth Care, People Care and Fair Share in Education. The children in permaculture
Authors: Lusi Alderslowe, Gaye Amus, Didi A. Devapriya |
Project outcomes
Child-to-child peer support model
Authors: Joana Alexandre Contributions: Aproximar; Hand in Hand Foundation |
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How to include children with special educational needs and disabilities
posted by British Council |
Yard4All Organic Garden Maintenance Manual
Developed by: Agrupamento de Escolas D. Carlos I and Quinta dos 7 Nomes - Cooperativa Ecológica by Isabel Castanheira |
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Examples of good practices of Inclusive Education
published by Inclusion Europe with support of the European Commission |
Yard4All Report Activities in Hungary IO2
Developed by: Hand in Hand, Kezenfogva Osszefogas A Fogyatekosokert Alapitvany |
Articles
Schools Must Ensure That Moving Online Won't Disadvantage Children With Special Needs
Authors: Nikhita Jindal and Shreya Urvashi
Authors: Nikhita Jindal and Shreya Urvashi
Enrich your knowledge...
How to Teach Children about Disability?
Teach Children about Inclusion for Disabled people
Under the coordination of Kelenvölgyi Primary School, Hungary, Yard4All designed a guideline that aim to increase the social inclusion among children with disabilities, especially in school environment. This is a tool for teachers that desire to enrich their methods regarding teaching children about social inclusion with a focus on disabled children.
Under the coordination of Kelenvölgyi Primary School, Hungary, Yard4All designed a guideline that aim to increase the social inclusion among children with disabilities, especially in school environment. This is a tool for teachers that desire to enrich their methods regarding teaching children about social inclusion with a focus on disabled children.
Yard4All Raising awareness of disability issues amongst childcare and education professionals
How Experiences on the ground.
Community of Practice
During the latest Community of Practice, from June 2021, the partners collected a series of information regarding inclusion for people with disabilities among students and designed a booklet that outline the necessity of raising awareness about this topic. Moreover, they studied with the same focus the difference approaches in Eastern Europe and provided a toolkit for teachers about methods through which they can teach inclusion in school.
Community of Practice
During the latest Community of Practice, from June 2021, the partners collected a series of information regarding inclusion for people with disabilities among students and designed a booklet that outline the necessity of raising awareness about this topic. Moreover, they studied with the same focus the difference approaches in Eastern Europe and provided a toolkit for teachers about methods through which they can teach inclusion in school.
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 (October, 2020), 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.
The 1st Short-term joint staff training was organized by AGRUPAMENTO DE ESCOLAS D. CARLOS I in a blended format (October, 2020), 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.
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.
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.
