"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."

The main priority of the project was to support the subjects of natural sciences (mathematics, physics, chemistry, biology), ICT and technical education, and also to connect the concept of STEM to the development of creativity. Moreover, important elements of the project were linking up education to a real environment, and teamwork at school and international level. The vast majority of activities were focused on group and collective learning in different environments, so the number of pupils involved was high. The project was going on two levels, school and international. The school part of the project was based on regularity, everyday activities, pupil's own motivation and participation calls. The project consisted of a number of sub-activities that ran continuously throughout the school year and were presented on the project website. These activities included class projects focusing on natural sciences and ICT subjects, lectures, discussions, as well as exhibitions and excursions to museums and science centers. The second level was represented by cooperation with our partner schools. Each partner school chose one topic from STEM. The school together with the local community prepared a five-day conference programme on the topic. The programme included workshops, discussions, competitions, exhibitions, cultural events, museum visits, meetings with experts, etc. The project focused not only on cognitive educational goals, but also on affective and social ones. Pupils learned to use their abilities, skills and knowledge, to find creative solutions and to create a positive relationship and motivation to study natural sciences and technical subjects. Pupils also learned to present results of their work both in the school environment and at international events. Thanks to the project, pupils also developed their cooperative and communication skills and met pupils from other European countries and learned mutual respect.