Study Visit to Lublin (Day 2)
Within the framework of the Swedish Institute–funded project
Objectives of the Day
The main objectives of Day 2 were to:
- explore practical models of inclusive education at preschool and primary school levels;
- analyse approaches to early intervention, differentiated instruction, and interdisciplinary support;
- further plan joint project activities within Work Packages WP3 and WP4.
Key Activities (First Half of the Day)
The programme began with a visit to Primary School No. 5 in Świdnik, where participants observed practical models of inclusive primary education. School leadership and teachers presented their approaches to supporting pupils with diverse educational needs, highlighting the role of inter-professional collaboration, differentiated teaching strategies, and community engagement in creating supportive learning environments.
This was followed by a visit to a Montessori kindergarten, where inclusive early childhood education is implemented through child-centred and inquiry-based learning. The visit provided valuable insights into how inclusive pedagogy can be embedded from an early age by fostering autonomy, social skills, and cognitive curiosity among children.
Key Activities (Second Half of the Day)
The second half of the day focused on project development and planning:
- Planning of the Study Visit to Örebro University — a session moderated by Prof. Thomas Barow (Örebro University, Sweden), during which the schedule, objectives, and expected outcomes of the upcoming visit were agreed upon.
- WP3: Training Modules — a working session involving representatives from Melitopol State Pedagogical University, Ternopil Volodymyr Hnatiuk National Pedagogical University, and Kryvyi Rih State Pedagogical University. Discussions centred on the design and refinement of professional development modules for teachers, psychologists, and specialists working with children with intellectual disabilities.
- WP4: Dissemination and Communication of Results — a session dedicated to dissemination strategies, including academic publications, policy-oriented materials, and community engagement, with the aim of ensuring sustainable impact and effective knowledge transfer.
Informal networking during the coffee break provided additional opportunities for reflection and strengthened inter-institutional collaboration.
Outcomes and Added Value
Day 2 of the study visit contributed to:
- enhanced understanding of inclusive education practices at early childhood and primary education levels;
- integration of practice-based insights from Polish educational settings into the analytical framework of the EPERE project;
- alignment of future activities related to training development and dissemination strategies;
- further strengthening of cooperation among partner institutions from Poland, Sweden, and Ukraine.
