Exchange of good practices on handling students with learning, integration and behaviour difficulties

TurkeyThe talent management center is developed and suits students’ interests.Children at the age of 9participate in talent identification programme.Students are developed in their identifieddevelopment area in the development center where they are transported in scholl buses on a weeklybasis. Not only talent management is emphasized but the personal improvement as well.Studentswith special needs are brought to the development center every week where they take part in one-to-one courses. Their educational tools are excellent and their equipment is modern.The dailyworkload of students is optimal and their social perception is very good Students with special needsalso need to acquire an occupation to be active in society.ItalyThe accepting, inclusive atmosphere is characterized by education in all areas, not only with studentswith learning and integration difficulties and students with special needs, but also with non-Italianstudents due to the migration crisis.Several teachers led the lesson, actively helping each other'swork as partners. We have also tried this practice in the field of teaching a foreign language at alower level. Unfortunately, because of the lack of human resources, this is not possible in our school.In addition, students’ learning process was helped by a special education teacher and a psychologistAll children had a value for them, and they were happy with their success. As an example of this, ourfaculty took part in sensory training, the benefits of which we will experience in the future. Thematerial conditions also provided outstanding support for the learning process.RomaniaWe learned about the usefulness of small group classes where a lot of emphasis is put on thedevelopment of social competences.We were very pleased to see the importance of Germanlanguage teaching in elementary and secondary schools.We had the chance to get to know the verydetails of Romanian educational policy and the methods of working with students with SEN TheRomaninan educational system resembles Hungarian educational system the most. We successfullyuse music and movement as a development tool which is one of our strenghts.SpainHere we have seen a fine example of cooperative occupation.When pupils are groupped theirinterests are the basic criterium because children with similar intersets can communicate with eachother much easier and thus they acquire social cooperation which help them in their learning processand later they can do better in life. In order to successfully implement co-operative occupation, wealso intend to include the”same interest” as a sorting group.Pupils strive to solve problems rather than search for them. In the philosophy lesson of the partnerinstitution, the students formulated the task of the school that is to help them in the learningprocess.Developments are carried out at different levels where learners can solve their tasks in a self-conscious way. This is an idea which can be acquiered here in Hungary, too.Both English and Spanish havebeen involved in the daily teaching of subjects. Bilingualism is applied in a way that the curriculum istaught int he mother tongue and then it will be translated into English.This could also be useful forHungarian practice, and could be implemented successfully.The Spanish education is characterizedby a healthy load of pupils, there is no compulsory afternoon occupation, extra-curricular educationis optional for the pupils, and it is interesting to note that it is financed by themselves.SummaryWe learned a lot from all partners. It was a confirmation of the usefulness of our past practices.Forexample, music and sports as a development tool. We got to know a lot of new things which wewould like to take over, which we have already written in our partner experiences.As for personalresources, involvement of a larger number of developer educators and pedagogical assistants in theclassroom is crucial as the development of these learners should take place in the classroom. It isimportant not to segregate them from their peers, so the presence of the developer in the dailylessons is essential.The expansion, modernization and development of the material conditions is essential, and themaintainers should provide a financial background. We will continue to encourage this in the future.Among the methodological knowledge, we see the use of cooperative teaching methods as the mosteffective in the treatment of students with learning,- integration and behaviour difficulties inaccordance with Spanish practice, so we would like to complement our pedagogical practice, as wecould see the effectiveness of this in every nation.We recommend that the maintainer create atalent center per district to ensure that we can keep our economic and intellectual potential. Welook forward to finding a common area of ​​cooperation in the future and this friendship and hope thatprofessional relationship will notcome to an end.