MAnaging Graduated approach and Including balanced Curriculum for Special Educational Needs Students


In Europe around 15 million children have Special Educational Needs (SEN) . They frequently leave school with few or no qualifications, before moving into specialist training. People with disabilities or SEN are much more likely to be unemployed or economically inactive, and even those who are relatively successful in the job market often earn less than their counterparts. The child with SEN remains far behind in reading-writing or reckoning in comparison with his/her intellectual abilities, with the amount of home and school exercises.


Given this situation, the main objective of MAGIC SENS is to enhance the skills and competences of teachers, teachers trainers and all those subjects from the educational chain in dealing with young people with Special Educational Needs such as specific learning disabilities, specific language problems, ADHD deficit (Attention Deficit Hyperactivity Disorder), ASD deficit (Autistic Spectrum Disorders) and Borderline Intellectual Functioning.


The project foresees the realization of 3 Intellectual Outputs that will be translated in three languages (IT, GR, RO):

  • SEN Toolkit for Teachers

  • Online Platform

  • Online Training for Teachers


  • Activation of a process of comparison between the countries participating in the project.
  • Identification of good practices, legislation and methodologies related to the SEN issues.
  • Sharing of the results through the creation of a SEN Toolkit for teachers.
  • Definition and creation of an Online Platform dedicated to all subjects from the educational chain.
  • Design and creation of an Online Training for teachers that could be implemented both online and offline, adapting it to the specific national needs and requirements.
  • Dissemination of the project  results to professionals through training courses, promotional campaigns, targeted meetings, social media and other information channels.
  • Raise awareness on the strengths and weaknesses on the SEN issues in the educational sector.
  • Facilitate the progressive change of the teaching methodologies from a static / external position to a more dynamic / active position.
  • Create models of sharing and exchange of good practices and experiences.

Besides the Intellectual Outputs, the project expected results during its implementation and on its completion are the following:

  • Creation of a transnational network among the partners and therefore a strengthening of their level of internationalization;
  • A strengthened cooperation among subjects that operate at different levels and sectors of the educational chain.
  • Improvement of the quality and of the effectiveness of the education and training provided by the partners.
  • Enhancement of the skills and competences and the acquisition of specific tools for the professionals.
  • Video interviews of teachers on concrete examples of successful cases of graduated approach.
  • Trainers participating at the short staff training mobility.
  • Trainings for teachers (one per country) using the Online Training and adapting it to the national needs.
  • Creation of  Stakeholder Committees, one in each partner Country.
  • Quality Assurance Handbook, published on Online Platform.
  • Focus group at transnational level.
  • Dissemination seminars held in the partner Countries with at least 250 subjects informed on the activities and the results of the project.
  • Bottom up approach and systematization of tools and knowledge for  teachers and trainers, through a transparent communication among the institutional subjects and public and private stakeholders involved in the educational chain.
  • The creation of a SEN Toolkit for Teachers, Online Training for Teachers and an Online Platform.
  • The partnership structure itself, that foresees the involvement of subjects that operate in the educational field with different approaches, experiences and expertises, is representative of a plurality of sectors, professionals and approaches (school representatives, training centres, centre for the diagnosis and the support of subjects with SEN, communication experts, private association operating for the social welfare).

Educational / training professionals who deal with individuals in the range of age 10-18 with Special Educational Needs such as specific learning disorders, specific language disorders, deficits from attention and hyperactivity disorder (ADHD), mild autism spectrum disorder and borderline or limit intellectual functioning. Each teacher/trainer holds primary responsibility for the learning of every student in the class and plays a key role in ensuring that the specific needs of students with disability and additional learning and support needs are met.

Thanks to the various types and numerous dissemination activities foreseen by the project, the indirect beneficiaries, in addition to the members of the Stakeholder Committees are:

  • The students with SEN, ther families, the public and employment services in the various Countries involved;
  • Supervisory authorities of primary and secondary education
  • Directors of public and private schools.
  • National Federations and unions of organizations for mental health
  • Professionals who deal with children.
  • The labour market organizations, for which the overall improvement in the performance of education and training for students with SEN, as well as the desired change in mentality and different cultural approach of the stakeholders of the sector, is certainly an added value.

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