The handbook represents a prototype which defines a new learning model for primary and secondary junior schools, based on inclusive didactics and on diversity of learning styles. Its main aim is to improve pupils’ emotional and social competences and to create a learning environment within diversity is valorized and nobody feels excluded.

Supported by the Handbook, teachers and educators will improve their competences in working with students at risk and / or who have disadvantage backgrounds as immigrants, and their families, and this improvement will have positive impact on their general approach to all students and will support further development of their individual professional style. This will support teachers to fully realize and play their exact role in expected in making school more inclusive and perceived by parents and students as a real life environment, providing support according to the different students’ needs and personally important objectives. This in turn will help integration of learning in the students' life strategy and create prerequisites for active participation in the training process, motivation for higher achievements at school and individual development.

The students, as it is known, will share their experience and opinions with their circle of friends with reference to the new practices experimented at school and to the improvements these approaches and tools brought to them at personal and educational level. So, the positive opinions about school, learning, and teachers will be spread and considering that at this age peers influence most attitudes, a positive effect will be generated and multiplied

With reference to parents the Handbook will support a new attitude: they are expected to look upon the school as a reliable partner. Additionally, a different - positive and broader view about opportunities for development of their own child will be created, parents’ capacity for providing support and partnership with teachers will be improved. The satisfaction with the positive changes in a given school shared with other parents will reflect in defining particular requirements from parents for the schools attended by their children thus stimulating other schools to change.
Finally, the involvement of policy makers in the project will support the systematisation of the didactic model and the implementation of the reference operative tools - specified at national level - on a broader scale in the regions represented in the partnership.

 

To download the online version of the manual in English version, please use the link below:

http://www.fineatschool.eu/wp-content/uploads/2018/01/FAS-WP4-D10.a.-Pedagogical-Model-ENG-.pdf