The first impression was one of a different reality,
namely an exclusive work space with children / adolescents with moderate to
severe disabilities, by opposition to inclusive regular schools, like in the
portuguese educational system.
However, after a more attentive observation, we must
highlight the care and dedication in developing specific competences, in a
structured environment, very well equipped and technologically updated. This
last aspect caused undoubtedly the greatest impact on us. In all the
presentations and visits that we participated, we found establishments with
good physical conditions, adequate to the specificity of each student, taken
care by specialized educators, technicians and assistants in sufficient number;
we also perceive the concern in the creation of favorable learning
environments, factors that are essential to success. Some schools, besides the cutting-edge
technology, developed stimulating educational software for different purposes, regular
diagnosis, assessment or evaluation of the students' learning process.
Sometimes the language presented itself as an obstacle
to achieve a more profitable contact with some of the teachers, although we had
the assistance of tireless staff members, namely the psychologist and
coordinator of the exchange project.
Outside the institution, we point out the visit to a
public school, whose main purpose seemed to be to train adolescents to practice
crafts such as carpentry, arts, as well as skills related to personal autonomy
and promoting transition to adulthood. Also within this scope, it was very
interesting to observe a project of social insertion of adults with Trisomy 21 who, according to their
profile, performed paid tasks in a restaurant, dealing directly with the
clients, taking down requests, setting the tables, washing the dishes, etc. A social
project that fosters employability, housing and emotional support.
It was also gratifying to have the opportunity to share
and discuss, with partners and educational and social legal representatives,
both formally and informally, aspects of each partner’s educational and
teaching systems - which, at present, are shadowed by the increasing
massification of tasks assigned to the teachers, a never ending story of
problem solving such as inclusion.
Therefore, we consider that some of the observed
strategies should be replicated and can foster new pedagogical practices
towards success for all students. The intensive use of technologies as a
motivating factor and even enhancer of more relaxing moments also aroused much of
our attention.
Indeed, a very rewarding trip, not only because we
were always very well hosted, in the various places that we visited, but also
because it was clear that, as in Portugal, there is a social conscience, which
aims at furthering the inclusion of all individuals, groups and communities and
at the recognition of their capabilities, value and role as citizens, providing
a fair and harmonious coexistence, believing that hereby is the way social progress
is achieved.
Marta Antunes, school Erasmus+ coordinator
