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Om projektet/about the project

I Vanstaskolan arbetar vi just nu med att använda kaniner i verksamheten. I Polen arbetar man med hästar och alpackor. Oavsett vilket djur som används är syftet att lyfta och stärka elever med särskilda behov.

Logotyp för skolprojekt

Det vill vi uppnå med projektet

  • Ökad självkänsla och ökat självförtroende hos eleven
  • Självbehärskning
  • Eleven känner ett lugn och känner sig säker
  • Växlar spår från depression och oro
  • Ökar förmågan att lyssna, förstå och koncentrera sig
  • Ökad social kompetens
  • Ökad motivation, finmotorik och så vidare
  • Metoder för att använda djur i undervisningen

Aktiviteter i projektet

  • Presentera vår skola, vår stad och vårt land
  • Diskussioner och intervjuer med elevernas pedagoger och vårdnadshavare
  • Aktiviteter i klassrum med pedagogdjur
  • Utveckla utlärning- och lärandeaktiviteter med pedagogdjur
  • Designa lektionsplaneringar
  • Lära av varandra

About the project in english

“Especial Friends For Especial Students” is a project coordinated by Sweden in partnership with Poland, Turkey, Lithuania and Italy, on a span of 24 months.

It is an undeniable fact that alternative types of therapy are sometimes the best way to achieve improvement in the case of children facing certain problems, like in the case of children diagnosed to be in the autistic spectrum, suffering from attention deficit, behavioral issues, developmental, speech and learning impediments, but also psychiatric setbacks.

One of the most widely accepted ways of dealing with these issues is finding support in animal assisted therapy.

The targeted objectives are:

  • To aid learning issues related to reading, speech, mathematics and social skills for the individuals in need of specific educational help (mentally, emotionally, cognitive, behaviorally and physically);
  • To increase the level of teachers` competences regarding the European dimension by acknowledging the importance of accepting animals into the educative aspect;
  • To insert animal – supported educational programs into the frame curriculum, where the taught discipline allows it;

The number of teachers taking part in learning, teaching and training activities (LTTA) will be of five from each school. Special education teachers, teachers working with students with disabilities, psychiatrists and staff applying animal assisted education in the future will be absolutely needed for the transnational meeting sessions.

The targeted activities of this project are:

  • Partner school presentations, also their cities and countries;
  • Discussions and interviews with therapists and parents of students with disabilities;
  • Dog- assisted therapy;
  • Equine assisted interventions;Dolphin assisted therapy;
  • Classroom educational activities integrating animal assistance
  • Developing teaching and learning activities using birds, rabbits and fishes;Designing applicable and fruitful lesson plans based on animal assisted activities;
  • Exchanges of good practices.

The methods used for working with the partners:

  • Therapy programs;
  • Observation;Team-work;
  • Sharing examples of good practice;
  • Teaching using innovative and modern approaches;
  • Interviews;
  • Seminars;

The applicable targeted outcomes are:

For the students that will come in contact with animals such as alpackas, dogs, cats, rabbits, birds and fishes: Self-regulation of feelings and emotions, increase of the self-worth and self-esteem attitude, imply a sense of calm, comfort and safety, divert attention from stressful situations related to depression or anxiety. Expanding the abilities to listen, understand and pay attention of students with special needs; a better positive social attitude of the students will be easily observed.

The beneficiary students will make good use of the opportunities offered by this project through enhancing their motivation, coordination, fine motor skills, social interaction and communication with peers and adults with the help of animal assisted activities. Special needs students will benefit from cognitive, emotional, physical and social points of view from using animal assisted education.

The educators will focus on using the best ways of including the animal assisted interventions into the educational environment while carrying out different activities.

The extracurricular dimension targeted by the activities of this project take into consideration the build up of academic, emotional development, civic engagement and equitable opportunities aspects.

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Deltagare i projektet/participants in the project

Publiczna Szkola Podstawowa w Pilszczu, Polen

Our school is an institution located in a small village, 30 kilometer from nearest city. The school surrounding is peaceful, so our students feel safe and secure here. We have got 27 employees, 94 students. To meet our students needs and expectations we employ many specialists such as: speech therapists, psychologist, school counselor.

Mission of our school is to teach, give support, educate, so that every student became unique. We are willing to learn, and we are searching for new, innovative methods of teaching that will involve students, make them more active in the process of learning, raise their motivation to study harder and involve them in social and civic life.

We want to promote our school not only locally but also internationally. We want to be seen as an institution that is not afraid of challenges and takes care of overall development of our students.

Project's team:

  1. Danuta Rudnicka – headmaster. Mrs. Danuta is highly qualified in European Union funds and projects management; she is also science and social studies teacher
  2. Katarzyna Głogiewicz – contact person, English and classroom teacher
  3. Justyna Władaczyńska – school councelor
  4. Aleksandra Aleksiejewicz – educator therapist
  5. Wioleta Wilczyńska – speech therapist
  6. Aleksandra Zajda – speech therapist
Entré till skola i Plen

Vanstaskolan, Ösmo – Nynäshamn, Sverige

At Vanstaskolan, we have expanded our pedagogical project with rabbits as a complement to our pedagogical dog. They have become very important for all students and especially for students in need of special support. The purpose is to increase the motivation of the students, create a sense of responsibility.

Together with the mentor, the students are responsible for the rabbits receiving fresh water and food, one week per class. The rabbits also create a longing for school. The student may feel tired and have difficulty getting to school in the morning, but if there is a chance to meet the rabbits, you still go. The students think it´s fun, walk in the corridor and like to go out and pet them. Very few students refuse to go out and take care of the rabbits. We have students at the school who lend them home over the weekend. 

Reading training can be fun when you know that a meeting with the rabbits is waiting.

The students themselves tell that the rabbits can be used in many different ways in school work. For example:

  • Write facts about the rabbits
  • Find out what role the rabbits have in the food chain
  • Write stories and use the rabbits as main characters where the imagination can flow
  • Read aloud to the rabbits when they are sitting on their lap.
  • Learn anatomy.
  • Draw models and build interiors and obstacles on the craft
  • Use the knowledge in mathematics to calculate different distances, area, circumference, volume etcetera 

We have deliberately named the rabbit’s mathematics-related concepts. It has created a fun and learning discussion. 

Project's team;

  • Ylva Skilberg, Teacher at Naturskolan
  • Jenny Ögren, Principal of Vanstaskolan
  • Maria Lindelöf Staverud, Special Education Teacher at Vanstaskolan
  • Liga Ots, Teacher at Vanstaskolan
  • Helena Storhed, Teacher at Vanstaskolan

På svenska

På Vanstaskolan arbetar vi med pedagogkaniner i undervisningen. De har fått stor betydelse för alla elever och i synnerhet för elever i behov av särskilt stöd. Syftet är att höja motivationen för eleverna och skapa ansvarskänsla.

Eleverna är tillsammans med mentor ansvariga för att kaninerna får färskt vatten och mat, en vecka per klass. Kaninerna skapar även en skollängtan. Eleven kanske känner trötthet och har svårighet att komma iväg till skolan på morgonen men om chans finns att träffa kaninerna går man ändå.

Eleverna tycker det är kul och vill gärna gå ut och klappa kanierna. Väldigt få elever nekar till att gå ut och ta hand om dem och vi har till och med elever på skolan som lånar hem dem över helgen. 

Lästräning kan bli lustfyllt när man vet att en träff med kaninerna väntar. Eleverna berättar själva att kaninerna kan användas på många olika sätt i skolarbetet.

Till exempel:

Skriva fakta om kaninerna

Ta reda på vilken roll de har i näringskedjan

Skriva berättelser och använda kaninerna som huvudpersoner där fantasin kan flöda, läsa högt för kaninerna när de sitter i knät, lära sig anatomi, rita modeller och bygga inredning samt hinder på slöjden, använda kunskaperna i matematik för att räkna ut olika avstånd, area, omkrets, volym etcetera. Vi har medvetet döpt kaninerna till matterelaterade begrepp. Det har skapat en rolig och lärande diskussion. 

Kanin i famn

Istituto Comprensivo “Pasquale Mattej”, Formia, Italien

Our school is named Istituto Comprensivo “Pasquale Mattej”, Formia (Lazio region), a delightful town on the coast, halfway between Rome and Naples. It’s a state school established in 1976, and it’s composed of five buildings dislocated in different boroughs in Formia. Each school building has its own gym, computer room, canteen, and in each classroom there’s an interactive whiteboard.

The school population is about 1600 students (from 3 to 13/14 years old) divided into:

  • kindergarten
  • primary school
  • low secondary school

About 190 teachers work in our school supported by 35 staff members.

We’ve never had the opportunity to use pet therapy with students, even because the secondary school is located in a urban area without green and suitable spaces for hosting animals. We are eager to learn about pet therapy and possibly employ it in the years to come. During last weeks, we have closed a cooperation agreement with a pet therapy association called “Qua la Zampa” that will help us to employ Animal Assisted Activities/Therapies in our school in the following months. We strongly believe in the power of motivational, educational, therapeutic and recreational benefits of pet therapy to enhance quality of life our students.

Erasmus + team:

  • Lorenzo Cuna (Headmaster)
  • Paola Pensavecchia (Maths and Science teacher)
  • Roberto Tirelli (English teacher)
Entré till skola i Italien

Mimar Sinan Ilkokulu/Ortaokulu, Turkiet

Our school is located in Eyüpsultan, Istanbul. It is near the city centre. It has kindergarten, primary, secondary school in it. There are 4 special education classes.

The environment of our school is safe for students. There are 1300 students in total, 1 headmaster, 4 headmaster assistants, 1 secretary, 59 teachers and 16 employees. There are 3 physhologists to guide our students for their mental needs.

Our mission is to raise individuals who protect their own culture, interpret changes and innovations and set goals with a participatory approach, universal, respectful of human rights and values, can think scientifically and transfer their national values to future generations, responsible, capable of being a citizen, open to innovation and change, productive.

Our vision is to train qualified individuals useful to society, with the Republic of Turkey, moral, creative and positive thinking and representing their country all over the world with the values they created

Project’s Team:

  • Refik Kuyucuoglu – headmaster – Mr. Refik is experienced and qualified in social studies and teaching young learners. He has a master degree on Education and Administrative.
  • Gülcin Derman – contact person. She is an English teacher and she works for Istanbul Provisional Directrote of National Education for Erasmus Project. She has also a master degree on Education and Administrative.
  • Tugba Yetkin – English teacher and the conductor of the project. She also studies on Tourism Guidance and Management.
Entré till skola i Eyüpsultan

Panevėžio “Šaltinis” progymnasium, Litauen

Panevėžio “Šaltinis” progymnasium came into existence in September 1993 as a new secondary school. It is located in the city of Panevėžys, about 140 kilometres east from the capital – Vilnius.

The progymnasium is a secondary school (age 7-15 years old) at the moment. The school year (2021-2022) started with 462 students. All our 45 teachers are highly qualified and experienced. Most of them have the highest teaching qualifications in Lithuania (compare to Lithuania's law and rules).

Our mission is to organize a comprehensive (1-8 grades) education that is open to innovations, creativity, national self-consciousness and impacts the growth of each child in various ways.

The school is famous of its Christmas performances, sports events, local fairs, and "Discovery Academy" (STEAM projects‘ based non-formal learning). The project management team created the "Discovery Academy" for gifted students to develop their skills and abilities for their future growth. The project is divided into two modules: primary school students (grades 1-4) and teens (grades 5-8). Primary school students have slightly different modules compare to teens there they appear their skills ("Chess, Maths and Logic", "Exploration", "Robotics and IT", "Art"); teens specialize in these subjects ("Maths", "Explorations and discoveries").

The school is a partner of 6 Erasmus+ projects at the moment.

Project‘s team:

  1. Zina Stripeikienė – School headmistress.
  2. Rūta Vainauskaitė – project coordinator.
  3. Dalia Gudienė – speech therapy teacher.
  4. Džiuginta Kropienė – special educator.
  5. Vaida Kuodytė – social educator.
  6. Aušra Klevečkienė – primary teacher, STEAM activity organiser.
  7. Andrius Rusakevičius – English language teacher.

At the moment we do not have a particular animal for therapy, so we are having lessons with different animals, like rabbits, goats, hamsters, alpacas and other. Every teacher plans his / her lesson individually by choosing an animal acceptable for him / herself and their students.

We do not have a lot of experience in this field of education (animal therapy), but we hope working with teachers from four different countries will help us learn and gain useful competence.

Entré till skola i Panevėžys

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