BREAKING BARRIERS

The development of a common educational method to create inclusive education and to take into account the needs of children with special educational needs was implemented in the BREAKING BARRIERS project of the Interreg Central Baltic 2021-2027 programme. The joint activities were implemented between 2023 and 2024 with a Finnish, Estonian and Latvian partner.

The aim of the cooperation is to develop a personalised, inclusive teaching methodology, to increase the knowledge of the teachers involved and to learn good practice from partner institutions. In order to achieve inclusiveness and to educate children with SEN, teachers need to be trained as well as schools and classrooms need to be improved. The project activities consisted of two parts:

1. A baseline analysis to assess current teaching methods and problems. Workshops were held to exchange experiences and knowledge between teachers. Joint brainstorming was used to discuss issues such as the best way to provide integrated education for children, whether inclusive education is feasible or how to provide assistance most effectively. As a result of the joint reflection, guidelines were defined which influenced the results achieved in the second phase of the project.
2. Implement concrete improvements. A Support Centre for pre-primary and primary school children has been established in Ventspils, Latvia. In Narva, Estonia, a report has been prepared on the education of children with SEN, identifying the educational aspects and conditions they need. This was linked to the development of teachers’ professional skills to learn how to teach students with SEN effectively and prepare them for independent life. The Finnish partner university has developed cooperation with secondary schools, organising research and workshops for teachers and students to promote the effective integration of young people with immigrant backgrounds and special educational needs into the education system.

Jointly developed and tested support system and guidelines have been developed, as well as infrastructural improvements (e.g. a relaxation room), which provide the basis for inclusive education and effective teaching of children with special needs.