Centre for Inclusive Education Announces the 10 New Schools Participating in Phase 2 of One School for All Programme

18 april 2017
Centre for Inclusive Education Announces the 10 New Schools Participating in Phase 2 of One School for All Programme
Centre for Inclusive Education is pleased to announce the 10 new partnering school, participating in Phase 2 of One School for All Programme. They were selected after 3 steps contest.

Nesho Bochev Primary School, Panagurishte, Pazardhik Region
156 Vasil Levski Primary School, Sofia, Kremikovtsi Quarter
Luben Karavelov Secondary School, Dobrich
St.St. Kiril and Methodius Primary School, Vetren, Pazardhik Region
Bacho Kiro Secondary School, Pvlikeni, Veliko Tarnovo Region
Hristo Botev Primary School, Brestnitsa, Lovech Region
97 Miladinov Borothers Secondary School, Sofia
Hadji Gencho Primary School, Teteven, Lovech Region
Pencho Slaveikov Primary School, Dimitrovgrad
Anton Strashimirov Primary School, Bohot, Pleven Municipality, Pleven Region

The teams of new schools will meet for the first time at pilot training which will be held from April 28 to 30, 2017 in Plovdiv. Representatives of schools from Phase 1 of One School for All Programme will join the event.

Event’s main objectives:
  • To introduce to each other the representatives of ten new schools from Phase 2 of One School for All Programme as well as to teachers from partnering schools of Phase 1 and to the team of Centre for Inclusive Education.
  • To present and discuss the forthcoming  activities. To present the Programme and plan joint work, training and introduction to the Methodology which will be used and other activities.

One School for All

One School for All is our most encompassing and wide-reaching cause, our raison d’etre. Our ultimate goal is comprehensive introduction and application of the principles of inclusive education.

Inclusive education is a process of changing the school environment based on respect and acceptance of other people. It implies wise management of school processes in a way which makes children feel supported to develop their capacity and to overcome hardships; which makes teachers feel encouraged and confident that they are able to cope with the growing challenges, while parents are able to assume their responsibility and role in partnership with schools.   
 

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