1
Italy/Catania
    Profilirana humanitarna gimnaziya Sv. Sv. Kiril i Metodiy
    A REPORT ON
    FIRST STUDENTS' EXCHANGE,
    APRIL 1ST – APRIL 8TH 2017,
    KAZANLAK, BULGARIA
Local activities
Final products
Dissemination
Useful material

The first of two students' mobilities within the 'Integrative Pathways for Students with Social, Educational and Motivational Needs' Project took place in the week April 1st - 8th 2017 in Kazanlak, Bulgaria.
The host institution, one of the project partners, was St. Cyril and St. Methodius High School of Humanities (Profilirana humanitarna gimnaziya Sv. Sv. Kiril i Metodiy). 31 students and 16 teachers of 6 nationalities took part in the exchange.
During this one-week mobility, students and teachers participated in a number of project activities, among which:
• a presentation and an 'ice-breaking' introduction of teams via word-games, songs and drawings;
• a demonstration and a tutorial of a traditional folkloric Bulgarian dance;
• an active participation in a workshop entitled 'SEN Students Between Motivation and Failure';
• an outdoor sports competition with a variety of physical and mind games;
• an eager participation in the 'Cooking Without Fire' workshop;
• an active involvement in a workshop entitled 'The Theatre of the Oppressed';
• a movie-making task entitled 'Disability in Film';
• a completion of daily questionnaires on student-student and student-teacher interaction.
Apart from supporting and encouraging students in these tasks and monitoring the extent of their inclusion in activities, teachers also took part in organisational meetings corresponding to:
• final project products: a website, a brochure and a book with best practices;
• powerpoint presentations on traditional meals exhibited at the 'Cooking Without Fire' workshop;
• forthcoming project meetings in other partners' institutions.
Along with the project activities and discussions, participants in the mobility enjoyed a cultural programme that comprised visits to:
• an ethnographic complex, where students and teachers learnt more about the process of
cultivating and growing roses and producing the widely popular rose oil, so typical of the region of Kazanlak;
• an ancient Bulgarian church, a Thracian tomb and museums through which Bulgarian history and traditions were portrayed;
• an ethnographic village, where characteristic Bulgarian arts, crafts and tools were on display.
During their one-week stay, students and teachers from the project groups visited the oldest school in Kazanlak (dating back to 1883), the landmarks of Kazanlak and the Rose Valley as well as Etara and the major points of interest in the capital Sofia.
That first project mobility was regarded as highly successful for both students and teachers.
It helped establish a suitable environment for student interaction, bonding and awareness raising towards the needs of the people with disabilities and the marginalised. At the end of the mobility, plenty of friendships were set. Teachers had the opportunity to discuss ideas and share opinions on project tasks and activities performed at their schools. In the course of the mobility, teachers monitored students' engagement and willingness to participate, collaborate and support one another as related to the purposes of the project.

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