The 4th 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 life)
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 diseases.
After 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.
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.