On December 23, students, teachers, and parents hung out at class workshops where we made ornaments and decorated a New Year's class tree, wrote our New Year wishes, and had some Christmas cookies. We have also prepared short programs for Santa, his wife and his hardworking dwarves. They visited us at the school gym. Each of students also received a gift. Look how much fun we had.
visit of the Erasmus + I.D.E.A Together We Can Project was held in
Zagreb-Croatia between 10.11.2019 and 16.11.2019.
On the first day of the program 11.11.2019 Monday, we have
visited the school OS Otona Ivekovica. After the little students of the school
welcomed us, they have performed plays and choir shows with different contents.
The dolls representing each country were exchanged among the project partners.
While leaving Basia behind, we have brought Francesco, Italy's doll, to our
country with us. A presentation was made about the special education system and
mainstreaming practices for students with special needs. Classroom visits were
made to the First and Second graders. We had the opportunity to get information
about the three practices in regular education schools,: inclusion
practices involving students with mild special needs with shadow teachers,
special education classes for those with moderate special needs, and special
education schools where special curricula were applied and compared with the
system in our country. It was stated that the education curriculum was gathered
under four different headings. (Individualized general program, systematic
program with individualization and content change, individualized special
curriculum, special program including learning skills and competences for daily
environment; general and special education classes in general schools, special
classes in special education schools and special education schools. In the
assessment of students with special needs; health documents, tests and family
consents were taken into consideration by the committee. Shadow teachers are
assigned to schools and non-governmental organizations (with fixed-term work,
student and voluntary agreement) and they continue their duties during the
education period. Teachers who are university graduates in different branches
of four years can work as shadow teachers with 2-day or approximately 6-month
courses. The summer holiday is a disadvantage for them because of the
obligatory gap in their payment period.
While us teachers
participated in informational activities related to the education system,
students with special needs participated in different workshops with their
peers. We had the opportunity to see and learn the historical sites of Zagreb's
old town. Then we visited the Illusion Museum. We experienced the illusions
within the assumptions about the world we perceive in the museum with examples
such as proximity, similarity, integrity, magnitude invariance in perception,
observing the areas where depth perception and selectivity are used in
perception and having fun with the whole project team.
On 12.11.2019 the program started in the same school on Tuesday.
We attended the presentation of the school doctor about the working system.
Similar to the school health program in our country. Parents are informed about
the general health status of the students in certain periods and they are
followed up from pre-school to the end of school period. It was stated that the
families were directed to the students who needed follow-up for different
reasons to continue out-of-school monitoring. Guidance service; learning
difficulties, risky behaviors, mental health, reproductive health and chronic
Besides the teacher who
guided the Brain Gym workshop, the students helped their teachers during the
activities and guided us. In the Brain Gym activity, they mentioned that it
helps coordination between right and left brain and body in learning, that
these previously unreachable parts of the brain are reached with these
exercises, and that new neuron connections connect the back and front parts of
the brain. They showed physical exercises to improve their reading, writing,
thinking and learning skills. We have enriched our repertoire of activities in
our school, especially for those with mild mentally handicapped students.
Then we participated in the
Tolerance Day event with students and teachers. We divided the groups into a
series of joint painting activities including tolerance and acceptance
messages. In the structured part of the study, the matched couples
(teacher-student) harmonized with each other and experienced acting together to
achieve a common message. It was also an empathic activity that showed areas where
they could stretch and tolerate ideas, wishes, tendencies of others outside of
On the same day we went to
the Typhlological museum which was about visually impaired people. While the
Croatian group told us about the country's historical sites, education system
and activities, they also presented a rich program of special education from
past to present. We had the opportunity to see the tools used and sculptures
created by visually impaired people
the visit to the museum, we visited the OS Dugava school which had special
education classes. They explained how they used different sensory stimuli (such
as various aromatic oils) for health purposes. (Headache, depressive mood,
concentration, etc.) We have learned that students who are included in special
education classes continue with an inclusion model with their peers in some
applications. We noticed that the classes were among the classes of their
peers, who had grown up in an accessible space.
We started on Wednesday, 13.11.2019 with a visit to OS Nad
Lipom, one of the oldest schools in Croatia. It was a school for students with
mild, moderate, severe mental retardation and other needs (such as autism,
motor disorders, social and emotional domains, speech and language disorders,
etc.). Studies focusing on developing skills for daily life, student interests
and needs, and developing positive self-perception of students are carried out.
In the school program; Individualized private curriculum between 7-14 years,
curricula with individualized methods that provide competence in daily living
activities between 7-17 years and 17-21 years, programs including free time
activities and creative workshops, speech therapy, sensory integration and extracurricular
activities programs (school) sports club, dance and music groups). The
classroom environments in the school were arranged for the needs of the
students. The visual art products made by the students added a different color
to the school corridors.
Later on, we visited Suvag,
which conducts studies on hearing impaired people. Rehabilitation center
working in the field of hearing and speech; conducting studies on counseling,
hearing and speech training, research according to the verbotonal system,
training for the application of the method, teaching foreign languages to
children and adults. There are 35 employees in the center where the diagnosis
and hearing therapy is applied and there are doctors, physiotherapists,
phonetic professors, nurses and technicians. Between 2007 and 2017, it was
learned that 5984 teachers and educators in Croatia organized trainings by
mobile teams. We had the opportunity to see some parts of the rehabilitation
center and kindergarten.
When we returned to OS
Otona Ivekovica school, all teachers and students involved in the project
played the game Labyrinth with the guidance of the school students. Focusing on
the senses, the game was a fun activity that brought students and adults
together and raised awareness.
As the last event of the
day, all teachers attended the Mindfulness event. This awareness that directs
individuals to present time awareness during the event; It was emphasized that
the stimuli coming from the environment, the person's own feelings and thoughts
with a non-judgmental gentle focus to meet the situation. We can say that this
activity can improve one's competencies against stress and emotion management
throughout life and it is a different experience in terms of individual
On Thursday, 14.11.2019 we went to Split, Croatia. We were
visiting the Museum of Senses. There were separate sensory activities in the
spaces structured for different senses, but also in areas requiring
coordination. After seeing the historical sites of Split, we returned to Zagreb.
On Friday, 15.11.2019, a
visit was made at Zagreb's Town Hall. We talked about the general and special
education system topics that we had the opportunity to observe during the week.
Then Faculty of Education and Rehabilitation Sciences was visited. There are
approximately 900 students in undergraduate, graduate and doctoral programs.
educational rehabilitation, social pedagogy and speech and language pathology.
They stated that the students studying at the faculty work in coordination with
a center within their own bodies where they can do their applications.
As a result,
The special education model
of Croatia, in the special education class applications in special education
schools and general education schools; It is seen that it shows parallelism
with the practices in our country. It has been observed that shadow teachers
apply the working system in a functional way in the mainstreaming programs in
general and general education schools in which students with medium and heavy
special needs attend. In the general education schools of students with mild
developmental retardation and those in need of special education, medium and
heavy students with special needs should continue their education in classes or
schools where special curriculum is applied.
We were very excited and eager to
gain new knowledge as we were traveling towards Otona Ivekovića Zagreb Primary
School on November 11, 2019. Pupils awaited us with song and cheer. They were
thrilled to show us what they can, and they transferred the excitement to us as
well. All the activities were well planned and organized.
We were introduced to the Croatian
school system, in particular, how they integrate students with special needs.
Moreover, we met with representatives of City Municipality. They told us about
the inclusion of special needs children in regular classrooms. Positive aspects
of this inclusion were highlighted; for example, how children can attend school
and other activities with their peers.
Special care is dedicated to health
care. During the planned regular medical checkups, the school's doctor is
paying particular attention to physical and mental development and
We would also like to see the
inclusion of persons with mental disabilities being included in society. A good
practice example was shown to us at the Dugava Primary School. In one building,
children with disabilities are being schooled and children attending regular
school. Pupils are being taught in smaller groups by a special educator while
respecting their individual needs.
At the Nad lipom Primary School,
their philosophy is to follow individual needs and to develop skills that will
help pupils further in life.
At the Suvag center for children with
hearing difficulties, they follow a holistic approach in diagnostics and
treatment of hearing impairment. Medical specialists, speech therapists, and
other professionals are employed, and the latest technology is at hand.
Further, we visited a faculty, where
students are learning to deal with special needs children. We found it very
positive that students can learn by observing specialists at work and are in
contact from the beginning.
During our field trip, we also
visited the Zagreb Museum of Illusion and the typological museum, and the
Museum of Senses in Split. Several workshops and other activities were
organized, such as Brain Gym and relaxation workshop, where we actively
participated and gained new experiences and knowledge.
Our students also actively
participated in under the guidance of their escort Vesna. We chose very
carefully suitable activities for them. The most comfortable they were at
crafts, while activities that demanded exposure and active verbal participation
were not putting them in a comfortable position, also due to language barriers.
They befriended students from Poland.
An individual is being shaped through
culture and language. We had a glimpse at life in Zagreb, discovered its
culture, food, and daily routine. It is without a doubt that we returned
enriched for valuable experience, through which we can grow as professionals as
well. We want to thank the primary schoolOtona Ivekovića Zagreb for their hospitality
and an invaluable experience.
Members of the Erasmus+ team Slovenia:
Damjana,Lidija, Marija, Tanja, Vesna
During the LTTA in partner school Oton Iveković in Zagreb, was created a song dedicated to the partner meeting. At a farewell dinner, we discovered that we have a very talented poet from Turkey who has published a collection of poems.
Thank you dear Recep Bağcı for this wonderful gift.
Bazen şamata, eğlence,
Yağmurlar Zagreb’imize damla damla inince,
Bazen umutla gülümser,
Bazen asar yüzünü Zagreb.
Sensizlik bu kentte bekleyince.
Bazen sokaklarında saklıdır.
Bazen tünellerine de
Aşka sahip çıkar Zagreb
Bazen sana ait çığlıklar yankılanır
Bazen benim isyanlarım
Sağır olur duymaz Zagreb
Bazen hatırlanır yıllar sonra
Bazen bir daha dönülmez asla
Ama kin tutmaz Zagreb unutanlara
Bazen ben olur Zagreb;
Soğuk ama samimi.
Bazen sen olur Zagreb;
Çılgın ve sevimli.
Yolunun her düştüğünde
Senden bir selam bekler Zagreb
Ağlama sakın, gülümse 😄
Zagreb de yaşadıkların rüyalarına gelince.
SOMETIMES IN ZAGREB
Sometimes silence fits,
Sometimes joy, sometimes fun
the rains come down
Sometimes she smiles with hope
Sometimes Zagreb has a sad face
Loneliness while waiting for you in this city
Sometimes hidden in its streets
sometimes in its tunnels
takes care of love
Sometimes your screams echo
And sometimes my rebellions
becomes deaf can not hear any of us
Sometimes it is remembered years later
Sometimes you can never turn back
Zagreb does not get offended to those who forget
Sometimes Zagreb happens to be me;
Serious but sincere.
Sometimes Zagreb happens to be you;
and lovely .
time you happen to be in Zagreb
expects a hello from you
cry but smile
the memories of Zagreb visit you in your dreams.
Live interview for radio Sljeme Zagreb, Croatia performed by LTTA at partner school Oton Iveković Zagreb. Participants in the interview are Tanja Nikolovski, the main coordinator of the international Erasmus + project "I.D.E.A! Together we can!" and main School Coordinator of the Oton Iveković Parent School, Vlasta Kovačević Herzog.
Interview for journal SCHOOL PORTAL, CROATIA giving by Tanja, Marta, Lana and Vlasta.
The stories that our
lives write are a painful experience for many. We want to minimize the painful
experience. Can I, and how do I influence it?
peoples, religion, culture, skin color, language ... should be the cornerstone
of any democratic society. We must be aware that we can change many things with
our tolerant attitude and actions.
People are often
focused on flaws and mistakes, but too often we notice and highlight in the
individual what he or she is good at or what we like about it.
In the day of
tolerance we wanted to encourage each of us to find something beautiful in our
fellow man. What seemed important to us was the fact that beautiful thoughts
circulate with which we worshiped the souls of children and us.
stories, viewing pictures, students learned about intolerance, reduced
tolerance, and discussed a good attitude towards people. We also thought
critically about how we respond to ourselves, what and how we could do better.
They artfully created and drew fractals of friendship.
We also prepared a
letter which each individual wrote a
beautiful thought about his or her neighbor and delivered it to him/her.
The smiling faces,
the hugs, reflected that they felt beautiful, they were happy and that our goal
was achieved: to pacify the soul of each of them and to stimulate beautiful
The 4th short term joint staff training event of the project I.D.E.A.! Together We Can! - Individuals with Disabilities Education Aim - took place in Zagreb, Croatia, from 10th to 16st november.
There were 28 participants - pupils, teachers, coordinators and education staff – in the meeting at OS Otona Ivekovica school to attend several training sessions and workshops concerning Croatian Educational System with focus on pupils with special needs.
The aim? To exchange ideas and experiences of professionals working with these children. Joining classes in small groups to observe teachers working with SEN pupils and forward discussion to perceive strengths and weak points of Croatian inclusive system. Participants had the opportunity to make comparisons to their own systems and also acquire knowledge through different workshops, outdoor events and plenary sessions.There was also time to learn about local heritage and national culture, therefore enhancing European citizenship and lifelong bonds among participants.
The Croatian team was tireless throughout the mobility, planned and organized all activities carefully, following the project’s agenda, gave support to partners in all moments; they were always present, escorting the group, providing immediate translation, consequently, communication being facilitated, and ensuring that everybody felt welcomed, satisfied and cherished. A team that managed to spread understanding and tolerance while improving teaching knowhow.
Partners arrival at different moments of the day.
Everyday at 8:30 a.m. the group was transported to school by bus.
Once in school, in the front outdoor entrance, younger students welcomed visitors with songs, immediately, we all tuned in: pride, friendship, innocence, happiness filled the hearts of travelers and hosts - “Inclusion of Senses” masterfully performed by groups of students.
Afterwards, it was with great emotion that each partner was surprised by angelic voices singing songs in their native languages, like the portuguese "Amar sozinho" by Salvador Sobral. The perfect awakening of senses and emotions. The foretelling of a pleasant week to come.
Around 10:00 a.m.:time for a meeting with teachers and parents in the teachers room. The first opportunity to fraternize both with project friends, croatian teachers and parents who showed interest and curiosity in knowing about us, about our countries and educational systems, as well as were willing to tell about them, about Croatia. An excellent opportunity to mingle informally and discuss their point of view on the social inclusion of their children.
Then it was time for a session on croatian system of education for pupils with disabilities
In this session it was possible to understand how the national system regulates inclusion; how teachers, assistants, pedagogists and psychologists must respond to the needs of students with learning disabilities.
Therefore, there are three types of schools in Croatia. A school that welcomes students with light difficulties, to which the Ministry may assign an assistant to accompany students in classes / activities; schools with regular classes and special classes (in small groups) for students with more moderate difficulties; thus integrating them in some regular classes, namely in the area of expressions; and finally a type of school that receives only the most serious cases and comprises only specialized education.
In our host school there were only light cases , so we were curious to know how other schools worked out.
Meanwhile, students were participating in warm up activities like meeting new friends game.
OS Otona Ivekovica School, though not a new building, had a functional and welcoming structure that we could perceive along the school visit to working classrooms.
Lunch was served in school. There wasn’t a canteen but a multipurpose space.
In the afternoon, time for sightseeing in Zagreb’s Old Town. Indeed a very beautiful city that deserved much more time to be really appreciated. We leave our thanks to our guide, teacher Ivana Mijatovic Juric who gave us the most excellent, enlightening explanations about the history of the old part of the city, highlighting some striking symbols (statues, monuments, …) and traditions in Zagreb.
At 4:00 p.m. we walked to the Museum of Illusions / Zagreb (multi senses).
A world of illusions and an unimaginable experience because whatever you see is not what it appears to be. The right spot to defy gravity, grow or shrink in a wink of an eye, get lost in a maze of mirrors or climb up to the ceiling in the Rotate Room. This was an opportunity to enjoy the biggest holographic exhibitions in this part of Europe, not to forget the optical illusions that entertain but also remind us that our perception of the world is sometimes just a perception. Amusing and awesome tricks which teach about vision, perception, the human brain and science, making it easier to perceive why your eyes things which your brain cannot understand.
Here the experiences shared together between teachers and students gave us an opportunity to observe the reactions and behaviors of students with difficulties when they face similar situations.
Tuesday morning at 9:00 there was a meeting with the school doctor Ljiljana Tiric Cihoratic; Brain Gym workshop for pupils
It was noticed that in the Croatian system there are teams consisting of a doctor and nurse who are given the responsibility of accompanying all students in a given number of schools in the city. The monitoring varies according to the age range of students, from preschool (focusing on the child's overall development) to the end of schooling. Upon entry into primary school, debriefing sessions are organized annually on various topics. When more serious cases are detected, parents and students are invited to attend the doctor's office for more specialized follow-up. The vaccination plan is made in the school.
There is a serious commitment, right from Preschool Education, in what concerns cognitive and academic education, medical and family accompaniment / clarification to respond to students’ needs in time and setting the most appropriate programs.
Afterwards, at 10:00 a.m. it was time for both Brain Gym for teachers and Day in class for pupils.
Thinking and learning does not happen only in the head. Our movements actually induce the growth of the brain. For these reasons, the Brain Gym Method was developed. The Brain Gym exercises coordination of all regions of the brain, body and mind, resulting in improvements of motor coordination, concentration, memory and reading, writing, language and mathematical skills, organization skills, logical thinking and comprehension, emotional balance, as well as a reduction of hyperactivity and tension. In this workshop, the group was able to learn and practice the ground rules of Brain Gym: learning to bring joy and make it last the whole life, cope with stress and uncertainty in facing new tasks, in sum, learn how to “unblock”.
By learning how to coordinate the left and right side of the body (laterality), the movement that coordinate the front and back part of the body (focusing), and the movements that coordinate the upper and lower part of the body (centering) , teachers will make a serious attempt to make learning a more natural and fun process for students.
A pleasant session that aroused great curiosity and willingness to implement it with our students; a unique opportunity presented by Senija Horvat, and well assisted by a proficient group of students that willingly helped the group to fulfill the assigned tasks.
At 11:00 a.m. it was time for coordinators meeting while the rest of the group attended “Day of Tolerance” workshop.
Coordinators met to work out several organizational procedures of the project: briefing of the actions that have already taken place; solving of some emerging questions; assessing goal achievements of the project; updating on follow up activities, mobilities and planning. After these meeting a report was written and sent to all coordinators and post on project’s Twinspace.
Meanwhile, in “Day of Tolerance” workshop, the goal was to write tolerance messages, a shared activity developed between students and teachers: teamwork (pairs), illustration according to a theme (House); same pencil and two hand drawing (two-handed coordination, ability to understand the aim through shared efforts, being tolerant to each other).This activity warns that in everything there is always one that dominates and another that is dominated while having value on both sides. because only with the desire to do things (in this case the work of designing a house) and respecting everyone's ideas can the goals be achieved. Applying to inclusion this idea shows that sometimes, students with difficulties are the ones who can give solutions (dominate) and in other cases they need help to reach the goal (they are dominated by their peers or adults). Finally, the group build up a totem with the works/words achieved, to be exhibited in the school entrance hall as dissemination of the final messages.
After lunch, the group visited the Typhlological Museum.
A museum that includes objects from the field of education, rehabilitation and everyday life of disabled persons, especially of the visually impaired: books in Braille, teaching aids, writing aids, including tablets for manual writing, machines and modern tools for writing in Braille as well as objects of everyday use. Besides, we were able to observe paintings and sculptures made by self-educated blind sculptors among other; ophthalmological and optic devices and aids for diagnostics from late 19th and early 20th centuries; an insight into photographs from everyday life of visually impaired people and a collection of publications in relief alphabets.
Lastly, we visited OS Dugave School to observe small groups of pupils with disabilities being included in regular school.
We were greeted with a very pleasant Christmas performance by students of various difficulties.
They told us about a project which they develop using oils for aesthetic and medicinal purposes. Another very interesting project was being developed by a visually impaired history teacher who invites all students to play chess - a game in which, according to him, some differences between students fade away, as his own example.
This is a school that, as mentioned earlier, has regular classes and small special classes for developing more functional tasks. Sometimes students are integrated in the regular classes and in many internal, municipal and even national projects, all working in an inclusive manner.
A school concerned about tolerance, the ideal working atmosphere, collaboration and teamwork; that fosters the acquisition of skills and competences for lifelong learning, giving individual opportunities to each student; a school where inclusion could be felt.
In the end, a meal with a snack was provided, giving us the opportunity to talk to each other informally and clarify some issues.
Dinner was served in “Public”, a nice restaurant to eat some local delicacies.
After a good night’s rest in the comfortable and fancy hotel Jägerhorn, day 3 starts with a visit to OS Nad Lipom - a regular school for pupils with disabilities - includes primary education for students with minor and severe intellectual and other associated developmental disabilities, vocational training, extended professional procedure, rehabilitation programs, preventative health care, extracurricular activities - cultural and public. When visiting the school, one couldn’t miss the impact of the artwork on the walls and its humanitarian value. It had several facilities and equipment that allow students with intellectual and other disabilities to be taught using modern methods.
Then, we went to visit Suvag - a center for pupils with hearing disabilities
The reception meeting was held by the Director of the SUVAG Polyclinic Pavic Dokoza, doc.dr.sc., who introduced us to the clinic's work, including diagnostics and rehabilitation centers and sections. After that, there was a visit to SUVAG's kindergarten, medical rehabilitation sections for children of preschool and school age patients, motion and music stimulation, individual rehabilitation, and, the possibility to attend for brief moments, rehabilitation-educational activities in groups of children with hearing impairment, mathematics and english classes.
After lunch in school, time for Labyrinth Game for pupils and teachers. Monitoring of presentation and game led by senior pupils for students and staff in mobility had focus on the possibility of having pupils as mentors to other pupils.
Again, another example of this mobility’s special focus on senses and sensorial thinking.
At 4:00 p.m., DIS Association introduced a mindfulness workshop (for teachers); at the same time pupils enjoyed a music workshop.
Mindfulness and the five senses: mindful attention helps us to consciously switch off the autopilot and connect with our immediate experience, our bodily sensations and our five senses.In addition to our senses being the support for working with attention, they are also the gateway to what we could call the “being mode” - meaning, an open door to notice more, be more flexible, have more choices that we would not notice when we are in the narrow “doing mode” (always thinking, planning, performing, solving, evaluating, judging, anticipating …). This workshop represented an opportunity to experience an alternative technique to find stress reduction, regulation of emotions, self-awareness and healthier relationship to self and others. It’s up to each of us to decide to mindful or not!
It was a really interesting experience. We have all heard of this technique, but experiencing it was indeed a very intense moment. Our daily life, full of tasks, noise and interactions is a stressor, making our interpersonal relationships difficult. The session was very well presented, in a very calm tone and in a very serene mood.
Sunrise at 5:00 a.m and on the road to SPLIT!
Split is the second-largest city of Croatia and the largest city of the region of Dalmatia, with about 250,000 people living in its urban area. It lies on the eastern shore of the Adriatic Sea and is spread over a central peninsula and its surroundings.
After arrival, a visit to the Museum of Senses. Once more a museum dedicated to exploring our main senses - sight, hearing, smell, touch and balance. Created by young Croatian artists, designers and architects, a unique moment to experience sensations, solve puzzles and mysteries by using the five senses.
At 2:00 p.m.sightseeing in Split’s Old Town: again a guided tour and time travel into history, an opportunity to learn about the country’s heritage and be delighted by the charm, secretness and timelessness of Split. Unfortunately, there was very little time to stroll in the old part of this beautiful city.
At 6:00 p.m. dinner at Ballet School Kastela restaurant. A moment to regale upon croatian cuisine: delicious fresh fish and seafood! Absolutely delicious!!
Last [day] but not the least.
At 10:00 a.m. meeting with local authorities in Zagreb’s Town Hall. Representatives welcomed the group and portrayed the main council actions and programmes on education and inclusion of SEN students. A very concise amount of information which completed, or somehow step up to the one given previously in schools.
The meeting ended with the exchange of souvenirs given by partners in representation of their countries and Zagreb’s council representative. Pleasant smiles to end up a meaningful moment in project’s dissemination and recognition.
By 11:30 a.m. the meeting and visit to ERF - Faculty of Education and Rehabilitation Sciences - a space of higher education with the particularity of promoting theoretical teaching in conjunction with regular pedagogical practice, in the country's rehabilitation centers, regular schools and in its own clinical valence. A well equipped faculty that blends teaching and learning with practice and direct contact with inclusiveness.
Meanwhile, pupils visited the oldest ZOO in Croatia, it consists of more than 370 animal species and more than 8000 individuals from almost all continents. They walked along the Zoo on a guided tour that allowed them to learn, or review, Science Syllabus. The aim of the educational program in Zoos is to introduce, in person, pupils to the rich and diverse world of animals. At the same time, an opportunity for pupils and teachers to wander within Maksimir Park in Autumn - yellow, brown and reddish leaves all around, cold breaths, warm clothes, happy smiles and loud giggles! Spending time learning in nature, in contact with
animals and plants highlights the terapeutical side of outdoor learning.
Maksimir Park, which surrounds the Zoo area, is simply wonderful. The woods and lakes in Zagreb must be visited as they should, for sure… but perhaps at a later time.
From 3:00 p.m. onwards sightseeing in Zagreb’s DownTown: a moment to relax on one’s own, have some free time to buy souvenirs or just enjoy a cup of hot chocolate, or a beer, in one of the many terraces scattered around Zagreb.
Sadly we had to say goodbye. So, around 7:00 p.m. the farewell dinner took place at “Purger” Restaurant.
A very pleasant dinner, in a cosy traditional restaurant, moment to share impressions, to laugh, to sing and dance at the rhythm of songs from each participating country, once again, emotions, sensations and senses were crying out for more time together!
At different schedules every single group went home.It was raining but as a coordinator wisely said ... Zagreb is crying for us! Crying joyfully, of course, drops that blessed this stay and forthcome Portugal in March!