Erasmus+ mobility programs are invaluable opportunities for students with special needs, playing a vital role in helping them develop skills within an international and inclusive educational environment. The main goal of Erasmus+ for these students is to ensure equal access to education, cultural experiences, and vocational training — especially for those who face challenges in traditionally participating in international exchanges. The program’s key objectives in this context include promoting social inclusion, reducing educational disparities, and improving students’ chances of professional integration.
The mobility experience in the Czech Republic, as part of the Erasmus+ project „Connecting We Grow” (reference number 2023-1-RO01-KA121-SCH-000133580), had a lasting, positive impact on the students from the Special Vocational School „Sf. Nicolae” in Bucharest through activities hosted by the Special School in Podebrady.
From April 21 to 27, 2024, the Erasmus+ program gave students and teachers from the Special Vocational School „Sf. Nicolae” in Bucharest a valuable opportunity to participate in an exchange with the Special Elementary School in Podebrady, Czech Republic. Eight teachers and eight students with disabilities from the Bucharest school took part in this experience. While primarily designed to support students with disabilities, the Erasmus+ mobility also served as a professional development opportunity for the accompanying teachers.
The Romanian students and teachers gained valuable insights during their time at the Special School in Podebrady, where they engaged in a range of educational, therapeutic, and recovery activities.
The Podebrady Special Elementary School supports students with special educational needs aged 5 to 18, focusing on three key areas: 1. Physical, motor, and sensory development; 2. Socialization, communication, and emotional growth; 3. Cognitive development. Over the five-day program, it was evident that all school activities revolve around the unique needs of each student, including those with the most severe physical or intellectual impairments. The school’s impressive resources, therapeutic activities, specialized training, and — most notably — the dedication of the Czech teachers stood out as exceptional.
One of the most remarkable aspects of the mobility program in Podebrady was the variety of alternative therapies designed for students with mild, moderate, and severe disabilities. Romanian students and their accompanying teachers actively participated in these activities, creating a truly immersive experience.
The activities, organized under the weekly theme „Earth, Our Planet,” included educational, therapeutic, and recovery sessions. These gave Romanian students and teachers the chance to explore the teaching and therapeutic methods practiced at the Podebrady Special School.
The first interaction between the students from both schools took place through physical activities in the gym, where they got to meet their new peers. Joint games and activities helped everyone connect, fostering a sense of camaraderie and teamwork.
A fresh perspective on therapy emerged during this exchange. Movement wasn’t limited to gym classes — teachers integrated physical activity into lessons and even during breaks. The students also had access to the garden, gym, and trampolines, using them as part of their therapy. The school’s approach involves grouping students based on their abilities and needs, ensuring they each reach their full potential. A special suspension system installed in the gym and some classrooms even allowed students with severe mobility challenges to join in the activities. Students needing extra physical development support were included in health-oriented physical education classes or physiotherapy.
Czech educators invited the Romanian group to join exciting, movement-based activities, many involving less conventional sports such as boccia, disc golf, and scooter riding.
One of the more unconventional therapies practiced at Podebrady — trampoline therapy — proved particularly intriguing. It supports both physical and mental development by using the biomechanics of bouncing to build resilience, boost the immune system, and enhance overall well-being. The sensation of short bursts of zero-gravity, repeated frequently, sparked spontaneous feelings of joy and excitement. This therapy was even accessible to wheelchair users, with the trampoline serving as a large, safe, and entertaining rehabilitation surface.
Music therapy was another key part of the program. It supports children’s overall health and helps alleviate the impact of disabilities through a mix of music, silence, rhythm, sounds, and tone — often accompanied by movement. Students didn’t just listen to music; they created, experienced, and processed it in creative, healing ways.
One particularly unique therapy we encountered was canistherapy, where children interact with a therapy dog to enhance their quality of life. This approach supports personal development, autonomy, and social integration. By stimulating children both intellectually and emotionally, canistherapy contributes to achieving psychological, physical, sensory, educational, and social rehabilitation goals.
The lineup of therapies also included children’s yoga classes, which provided relaxation and a sense of fascination for both Romanian students and teachers. This innovative therapy helps children unwind, improve concentration, sleep better, and expand their imagination. Individual yoga therapy enhances attention, motor coordination, and movement skills. The instructor gently guides each child, encouraging natural habits and helping restore balance between body and mind.
In the end, the mobility experience in the Czech Republic boosted students’ self-esteem and confidence. By experiencing success in a new, supportive environment, they gained belief in their abilities and developed a more positive self-image. The program also fostered a more inclusive mindset, showing that students with special needs — through their own participation — can contribute to creating a more accessible, empathetic, and inclusive society.
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Autori:
Mihaela Felicia Iacob, profesor educator
Valentina Mănescu, profesor psihopedagogie specială
Școala Profesională Specială „Sf. Nicolae”, Sector 4, București