our projects

In the School System, new and old problems are added at a time when the economic and geopolitical crisis pushes for new forms of marginality and new integration needs.

In the usual situations where students have special learning needs, social need conditions, behavioral and behavioral disorders, there is added the need to work with young people who are children of migrants and asylum seekers.

For this reason, the project aims to work on inclusion and integration at a systemic level, considering it not a process to be experienced oriented on a “single” issue, but as a mutual enrichment of all the parties involved, who will be both the object and the subject of the intervention.

The role of the project is to support the choice of many schools in Europe to adopt an intercultural view not only on the integration of disadvantaged pupils nor on the adoption of compensatory strategies for educational disabilities. The main objective is to accept diversity as an example to open up the whole school community to a variety of differences.

We are promoting inclusive education and training and fostering the education of disadvantaged learners, including through supporting teachers, and educators and leaders of educational institutions in dealing with diversity and reinforcing socio-economic mix tying the learning environment.

As a thematic, it concerns the difficulties, exclusion and integration problems of students from disadvantaged families attending school. It aspires to create a network of stakeholders (pupils, parents, teachers, local community) from one school (Liceul Technologic ‘Vasile Cocea’ Moldovița) in Moldovița, Suceava County.

What we’re going to do:

 • to work on inclusion concept

 • to identify local needs

 • to build a local network with families and teachers involved in the project

 • to work with families and teachers and in the classroom on the goals chosen by the network

 • to share ideas and strategies at European level

Milestones: they represent the macro-objectives of TWInS project:

 • Milestone 1: To increase the understanding of the local network of each school. Data will be shared at the European level to provide a mapping of the learning context involved and its features.

 • Milestone 2: Data collection qualitatively and quantitatively organized, production of an Inclusion Map of each school.

 • Milestone 3: To promote a concept of integration that is understood as respecting and enhancing diversity.

 • Milestone 4: Production the guidelines of the manual.

 • Milestone 5: To encourage inclusion processes and support the school context to assume the characteristics of an environment that responds to the needs of all children and especially children in difficult situations.

 • Milestone 6: To produce a document that promotes school inclusion and that involves the whole system that is centered on the enhancement of differences.

 • Milestone 7: Dissemination of specific materials produced and guidelines.

With this, we will take advantage of the long-term goals of the TWINS project, alongside the work packages that are a set of actions to achieve the above objectives.

First-year: the project aims to build a working “Network” within each school: a group consisting of “strategic” representatives, that will have the “mission” to collect data about the needs of the school on inclusion, train teachers and families, and reflect on the ways of work to be done.

The Network, through European meetings, will provide shared work guidelines in all countries and will work to tailor their work to the single school and propose specific intervention at their institute.

Second-year: after data collection, the Network will implement a one-year intervention with the students: a systematic path through workshops, curricular work at school, etc., of which at the end of the year we will compare and measure the results.

The idea is to work on the issue of inclusion through education while ensuring that each job can be tailored specifically to the school, though following shared European guidelines and sharing good partners with partner institutes.

In this sense, the construction of the Network, a new alliance between school institutions, families and all other actors around the school, is fundamental for a job that is able to offer true integration, and having to support all pupils, “all equal and all different”, must also be supported by everyone.

TWInS aims to work on the inclusion of youth disadvantaged or with special needs, which meant form of health and wellbeing of an entire school system, fostering social dialogue and prevent discrimination and intolerance. With students, we will use instruments to empower creativity and transversal, with the entire system we will work on the skills of teachers but also on the system culture and trying to impact the local territory.