We knew it would not be easy from the beginning . Our first experience in Erasmus + projects has always been full of excitement but also of unexpected difficulties. The health emergency situation caused by the Covid-19 pandemic forced us to postpone the second mobility scheduled for the third quarter of the previous year. With the start of the new 2020-2021 academic year, we have been once again thinking about how to move forward. The prolongation of the pandemic forced us to rule out the possibility of carrying out the second mobility in person and we decided to convert it into a virtual meeting.
It was on 25th and 26th November 2020 when we held the second virtual meeting of the Erasmus + project “Progression from school to adulthood in SEN”. In this case, the organization was run by our school and was intended to be a reciprocal visit to introduce our British partners to the state and school education context in Catalonia. The main idea was to continue the discussions that took place during the first visit to address the issue of the transition to adult life.
On the first day of the meeting two sessions were held. Sara Acosta,
as the head of the school, she provided the most general view. Initially she explained the educational system and the general framework of intervention in the attention to functional diversity. She then described the school in the context of the Mercè Pla Foundation: general data, professionals, facilities and projects that are being carried out there. The intervention in the compulsory as well as in the post-compulsory stage was explained below. Finally, a virtual visit was made to the entire school grounds.
After a short break, we explained to the British partners the three programmes offered by our center in the post-compulsory stage. Paula Lleixà and Víctor Jordà gave an introduction to the Sensory Quality of Life (QL) programme. Ariadna Gonzàlez provided the keys to understanding the Transition to Adult Life (TVA) programme. Finally, Xavi Gisbert spoke about the Basic Vocational Training programme (PFI) within the professional profile of hotel assistant: cooking and caterer.
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The second day of the meeting was focused to contact with students. This contact, which we would have liked to have been with British students, but this one, again, was affected by the health emergency situation. Much of the British students were staying at home at this moment and even the British professionals who took part in the meeting did so by connecting from their homes. Our partners were able to experience what it means to have a session in the multisensory classroom, the daily routines in the classroom of the sensory program, a match of boccia with TVA students or the efforts of PFI students to talk in English.
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The activities planned for this second mobility will be completed with a third virtual meeting that will address the case study raised in this project. If the pandemic situation allows us, we plan to hold this meeting in early 2021.
In any case, the C2 will culminate with a formal evaluation at the end of the activities, also elaborating an action plan to determine how the results can be shared with the classmates in a continuous and collaborative way, linking the different mobility and using the eTwinning environment.
