"Inclusive learning with high expectations Young students in their early teens are in a period av creating identity, both for themselves but also for the groups they are in. This applies for all adolescents, regardless of intellectual capacity and type of school. Teachers are role models and schools are learning environments for teenagers. If their schools organize education in an inclusice way, where teachers walk the talk of Equal Opportunities and Equity - and the physical set-up is made for all kinds of students to really meet and interact - our teenagers will learn that all belong, all are learners and have a place in the community. If expectations are high and adequate support is given, they will learn to do their part, find and develop their capacity and become responsible individuals and group members. However, this is not the situation in all schools. Primary school and SNCS School students are too often kept apart in European schools. Teachers from each side do not cooperate or share good practice. Intellectually challenged pupils are often kept ""safe"" from life challenges. Primary school students are in some ways not challenged enough either - regarding creativity and responsibility. In the partnership called 'Inclusive learning with high expectations' two Slovenian schools and one Swedish school meet to build bridges over this gap. The participating Slovenian schools are OS Rakek (primary school) and SNCS Postonja. The Swedish school Grindskolan is both a primary and SNCS school. All participant teachers and students from Primary school are from upper level of the lower secondary school, the students are around 13-15 years. The SNCS school students are of the same age. Our objective is to find and develop pedagogical solutions and methods, thematic projects and real-life-lessons where social inclusion is reached. By working together from two European education cultures and from both Primary and SNCS schools we expect to benefit from a ""double culture clash"", both as teachers, students and as schools. Our objectives are: 1. Social inclusion 2. Supporting educators and strengthening the profiles of the teaching professions 3. Personal development for pupils - regarding identity, self-confidence, capacity and by embracing the opportunity of education 4. Improved results in Mathematics, Science and English 5. European identity, collaboration and fellowship Learning, teaching and training activities The partner schools will visit eachother four times; the first two visits are for teachers and they are followed by two visits for students from both primary and SNCS schools. All in all, 16 teachers and school staff will be involved in the teachers mobilities and 43 students will travel to each other in Norrtälje and Rakek/ Postonja. - The two teachers' mobilities focus on the teaching profession, how to teach mixed groups of students where different kinds of learning difficulties exist - without lower the expectations, how to create rich assignments where all levels of understanding and learning are met and where cooperation between students is a must. This will be done through job shadowing, study visits and joint hands-on project planning for the coming student mobilities. - The two student mobilities will be done with students from both Primary and SNCS schools, in mixed groups. They will follow each other in every-day school life, but also work together in different thematic projects out of school, related to Environmental care. One project is done at a farm in Rakek, another at an island in the Norrtälje archipelago. Results and impact During the course of the project, the participating teachers from OS Rakek, SNCS Postojna and Grindskolan Norrtälje will acquire knowledge on various ways of integrating children with special needs into the school system, learn didactic aids and various strategies of using them, and they will implement the good practice in their work. The participating teachers and principals will strengthen awareness of the importance of including people with special needs in all school activities, gain experience that international exchange is possible also for children with special needs, with the appropriate support. This exchange experience will help them deal with the difficulties and challenges they encounter daily, while working with special needs support. The involved participants will strengthen and improve English language skills. They will become more confident in the use of English, more motivated for further international engagement, for working with sources in English and for being active European citizens. A teacher's toolbox consisting lesson ideas and methods for Science and Maths teaching will be produced. The involved participants will upgrade their knowledge in the use of ICT, as all communication will be done digitally between our mobilities. Also the documentation of the project results will be done and shared digitally."

<< Objectives >>Greater involvement of young immigrants in the activities that we carry out in our organizations. We will systematically invite young immigrants to our (regular) activities, which we will involve more successfully with the help of methods and activities that we will get to know and learn during the study visit and training that are part of the project. We will introduce new work methods and activities in our work, with which we will involve young immigrants more in activities and wider society.<< Implementation >>We will conduct a study visit to Denmark, where we will see good practices that contribute to more successful integration of immigrants into the activities themselves and into society.In Greece, we will conduct a training course where the participants will learn how to use the methods and learn about the activities that they can use in their work and are aimed at integrating immigrants.At the youth exchange in Slovenia, young people will prepare a folding book that will help young immigrants.<< Results >>Participants will get to know new methods and learn activities that they will use in their work to facilitate the integration of immigrants. They will prepare a padlet that will collect all the methods and activities they will learn about, as well as possible improvements or instructions for inclusion.Yoth will prepare a booklet for young immigrants, which will serve to help immigrants take their first steps in a new environment and at the same time as a guide for integration into social life.

<< Objectives >>Through the implementation of forest pedagogy programs, we want to improve academic achievements and the health and well-being of immigrant children and children with learning and behavioral challenges. Partner schools will include those programs in their curricula and train teachers to implement forest pedagogy programs adapted to children. By publishing these programs through Erasmus+ platforms, we will encourage the introduction of forest pedagogy programs in other EU countries as well.<< Implementation >>Based on the review of the situation with the partners, forest pedagogy programs will be designed, intended for working with children who face immigration/migrant challenges and learning and behavioral challenges. The programs will be implemented on a trial basis and included in school curricula. Teachers will participate in additional training on the topic of forest pedagogy. We will create a forest pedagogy manual with worksheets in 3 languages and spread it through Erasmus+ platforms.<< Results >>5 designed and piloted forest pedagogy programs with digital and green content adapted to vulnerable target groups of children; a teacher training program to implement these programs; 10 additional qualified teachers, 4 equipped classrooms in nature, 2 mobility programs, online manual with worksheets in 3 languages, include programs in curricula, international final event, publication of results on Erasmus+ platforms, 10 publications in the media.