Year: 2025
Type: article
Abstract: Special education and training structures are called to play a pivotal role in promoting equality, inclusion, and social justice. Through their actions, they aim to facilitate the social integration of individuals with disabilities, fostering their full inclusion in the community's economic, social, and cultural life. At the same time, developing skills that are functional and useful in everyday life, such as professional competencies, technical abilities, social interactions, and intellectual growth, is highlighted as a critical need. In this context, the educational team of the Special Vocational Education Laboratory (S.V.E.L.) of Achaia undertook a significant initiative during the 2023-2024 academic year by participating in a European Erasmus+ program. The program included two mobility activities aimed at educators' professional development and improving collaborative relationships within the team. The first mobility activity concerned was a job shadowing experience in the French city of Aix en Provence, specifically at the organization "Association for the Development and Inclusion of Youth and People with Disabilities" (ADIJH). This organization focuses on providing specialized support to children and adolescents with disabilities, ensuring their integration into their natural living and educational environments. Through this initiative, participating educators had the opportunity to observe and exchange best practices, focusing on innovative methods that support educational and social inclusion. This initiative contributes to broadening the knowledge base and enhancing the skills of both the educators and the students of the S.V.E.L. while strengthening European partnerships and promoting the values of inclusion and equality at both school and societal levels. Article visualizations:
Authors: Asimina Riga, Konstantinos Malafantis
Institution: National and Kapodistrian University of Athens
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413851254