In-Town english

In-Town.eu 

Town twinning Network to optimize inclusion of people with 

disabilities in a multicultural Europe

PRÄAMBLE 

All the partners involved consider integration and inclusion of persons with disabilities to be one of the major 

responsibilities and aim of all political and social actions. All the partners have already taken a variety of actions 

and supported projects to achieve this aim. Together we create the international network ‘In-Town’ to intensify 

the undertaken efforts and for mutual support in this and other local actions. 

By putting the topic inclusion of persons with disabilities in the centre of attention all the partners are supporting 

realisation of the UN ‚Convention on the Rights of Persons with Disabilities‘ this will help to optimize the 

situation of those with special needs. 

Grevesmühlen 

Ahrensböck 

Laxå 

Loures Nagymaros Grzmiaca 

CONTENT 

Präambel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . site 3 

Aims of the network . . . . . . . . . . . . . . . . . . . . . . . . . site 4 

Aims of the project . . . . . . . . . . . . . . . . . . . . . . . . . . . site 4 

Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . site 5 

Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . site 6-23 

Results: 

Report of Grevesmühlen . . . . . . . . . . . . . . . . . site 24-29 

Report of Nagymaros . . . . . . . . . . . . . . . . . . . . site 30-39 

Report of Laxa . . . . . . . . . . . . . . . . . . . . . . . . . . . site 40-45 

Report of Loures . . . . . . . . . . . . . . . . . . . . . . . . . site 46-55 

Report of Grzmiaca . . . . . . . . . . . . . . . . . . . . . . site 56-61 

Report of Ahrensböck . . . . . . . . . . . . . . . . . . . . site 62-69 

Partner of the Network . . . . . . . . . . . . . . . . . . . site 70-71 

• The City of Ahrensbök for example took care of physical barriers in their public buildings to offer full access 

• The City of Laxå offers qualified assistance to those with special needs and their families. The day-care cen- 

•• 

In Grevesmühlen are a lot of activities and projects in the city concerning successful inclusion of persons 

with disabilities. 

• 

to persons with disabilities. 

• 

tre ‚Spice‘offers a variety of free time activities and counselling to citizens with disabilities. 

•• 

The City of Nagymaros supports several organisations which help persons with special needs and their 

families in daily situations like school, job and traveling. The organisation ‚Caritas‘plays an important role in 

the work with persons with disabilities in Nagymaros. 

•• 

Since 2008 the City of Loures works on the realisation of the ambitious plan to fully include persons with 

disabilities. The institution ‚SIM‘informs and supports persons with disabilities and their families in daily 

situations. 

•• 

The City of Grzmiaca supports persons with special needs and their families in daily situations like housing, 

school and job. 

„Disability inclusion is about society changing to accommodate difference and to combat discrimination related 

to people with disabilities.“ 

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AIMS OF THE NETWORK 

AIMS OF THE PROJECT 

TIMELINE 

The aim of this partnership is: 

•• 

to strengthen existing partnerships and to establish 

new ones. 

develop Inclusion of persons with disabilities 

promote friendships 

•• 

stimulate the exchange of knowledge and experience 

in the field of … 

•• 

to give citizens of the towns the opportunity to 

exchange knowledge and experience in different 

areas is determined to be the topic of this Cooperation. 

There are going to be meetings with all international 

partners to exchange ideas, know-how and practical 

experience in the field of these themes. 

• to include persons with disabilities means to en- 

• all the partners involved consider inclusion of 

• to be one of the major responsibilities and aim of 

• acceptance of all members of society 

• 

rich the society 

• 

persons with disabilities 

• 

both political and social 

• actions 

• 

• we plan to have festivities on the 5th and 9th of 

May actively embed European policy into our 

partnership network and its activities 

•• 

sustainably connect the two smaller networks 

into a bigger one to intensify our cooperation in 

the field of inclusion 

•• 

the network aims to create a sustainable connection 

between the partners, target groups, clubs 

and citizens 

•• 

by including target groups into this project we 

can reach a higher quality United in diversity 

2014/02/24 –28 1. Networkmeeting in Grevesmühlen “Coordination meeting” 

2014/05/07 –11 2. Networkmeeting in Grevesmühlen “Lived Inclusion in Europe” 

2014/09/24 –28 3. Networkmeeting in Nagymaros “Inclusion and Sports” 

2015/05/06 –10 4. Networkmeeting in Laxå “Inclusion in Education and Art” 

2015/10/25 –31 5. Networkmeeting in Loures “Inclusion and Music” 

2016/01/13 –17 6. Networkmeeting in Grevesmühlen “Coordination meeting” 

Unidos na diversidade Förenade i mångfalden 

Jedność w różnorodności 

 

In Vielfalt geeint 

Egység a sokféleségben 

Unis dans la diversité 

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PROGRAM 

1. Network meeting of the EU project In-Town in Grevesmühlen “Coordination meeting” 

24.02. – 28.02.2014 

Networking with target groups and stakeholders 

•• 

building social relationships in the partnership 

24. February 2014 

•• 

Arrival of all Delegation and Welcome Dinner 


official opening 

•• 

Presentations of experts and communities to the 

project topic (responsibilities / experience in the 

inclusion of people with disabilities; conditions, 

problem areas, objectives, solutions, etc.) 

•• 

Presentations of experts and communities to the 

project theme II 

•• 

Visit of best-practice examples of successful 

inclusion; discussion with disabled people and 

social workers 

•• 

Get together 

Project objectives: 

•• 

Meet relevant persons of public and private service 

agencies in the area of disability inclusion 

from all partner communities 

•• 

Collect the most important priorities, problem 

areas, objectives and approaches in municipal 

inclusion work in the partner municipalities 

• 

• best practice and know-how transfer by visiting a 

disabled device in Grevesmühlen 


•• 

Presentation and discussion of the project 

“In-Town” (project plan, responsibilities, budget, 

administration, etc.) 

•• 

Workshop: What problems there are in the inclusion 

work in the twin cities, and what are the 

most urgent to be solved? How can this project 

and the partner cities help? 

•• 

visit of best-practice examples of successful inclusion; 

discussion with disabled people / social 

workers 


•• 

Decision of the work plan by all project partners 

and determining the next steps 

•• 

Development of a prioritization protocol of the 

most important problems to be solved in the 

work of the partners inclusion commons; outline 

of assistance by project partners 

best practice and know-how transfer 

Networking with target groups and stakeholders 

•• 

building social relationships in the partnership 


Sightseeing Tour with Lunch 

•• 

Meeting with citizens, target group representatives, 

and stakeholders (Panel and audience 

discussions Project topic and for inclusion in your 

own city) 

•• 

Farewell dinner of the project group and citizens 


Awareness-raising about the project topic and identification 

structure for project objectives within the 

population through the dialogue of Project Group 

with relevant target groups and stakeholders, but 

also quite “normal” citizens on the ground; thereby 

raising awareness and project support from the population 

should be improved. 


Departure of the Delegations 


The partner communities understand this project to 

more comprehensive than the first steps and broader 

relations 

Each other and this should be the both a long-term, 

that extends beyond the end of the project work on 

cooperation 

Area of inclusion extends (including relevant target 

groups and stakeholders) as well as new topics in focus 

of the work. 

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2. Network meeting of the EU project In-Town in Grevesmühlen “Lived Inclusion in Europe” 

07.05.-11.05.2014 

07. May 2014 

Arrival of all Delegation and Welcome Dinner 

08. May 2014 

•• 

Official start and greeting performed by the 2nd 

mayor of Grevesmühlen Kristine Lenschow 

•• 

presentations of the partners, experts and experiences 

in the field of inclusion 

•• 

presentation of the program in detail and we set 

up groups for the workshops 

•• 

Workshop I – Group 1 is going to plan and prepare 

the next meeting in autumn in Nagymaros, 

Hungary 

•• 

Workshop II – Group 2 is going to visit an inclusive 

school with the opportunity to discuss and 

chat with teachers, students and social workers 

•• 

Workshop I & II – Visitation of a working facility 

for persons with handicap in Grevesmühlen 

•• 

Workshop II – Visitation of a working facility for 

persons with handicap in Upahl 

•• 

There is the opportunity to chat with the people 

involved in these facilities 

Preparation for the “City Night” 

•• 

Barbeque and get-together 

09. May 2014 

Sightseeing in the City of Schwerin 

•• 

We visit the Parliament of the federal state Mecklenburg-Vorpommern 

in the Castle of Schwerin 

•• 

Dinner and festivities for the holiday of Europe 

10. May 2014 “City Night” 

•• 

Preparation of the market stands and the stations 

for the “Europe Parcours” 

• 4 pm-10 pm – “City Night” 

• 

Meet and chat with interested citizen 

• Official program of the “City Night”: 

Program for children under the topic “Vikings” and 

European Market 

•• 

stage program with songs and performances 

••“Europe-Parcours” onsisting of 8 stations; including 

one station for each country with tasks and 

questions, inclusive teams consisting of 2 persons 

per country plus 2 from Grevesmühlen and one 

person with a handicap 

•• 

meanwhile we are going to have a short presentation 

of all the partners on stage 

•• 

all teams reach the finish line following an award 

ceremony 

•• 

Live music with “Bollis Pop Orchestra”, “ABM” and 

more Music with DJ Mario 

11. May 2014 

Departure of all delegations. 

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3. Network meeting of the EU project In-Town in Nagymaros “Inclusion and Sports” 24.09. – 28.09.2014 

•• 

Presentation of swimmers with and without 

handicap in the swimming hall in Vac (do NOT 

FORGET your bathing suits!) 

Sightseeing in Vac 

Dinner in Maros restaurant 

•• 

Wine tasting in a local wine cellar 

27. September 2014 

Hungarian „Horse Sporting Day“ 

•• 

Presentation of horses, sports and therapy horse 

riding 

Traditional lunch 

•• 

Collective sports activities such as Boule, Boccia, 

Kubb, Mölky 

Boat trip on the Danube 

•• 

Swabian’s Festival Nagymaros with music and 

dance program 


Arrival of all Delegation 


•• 

Official start and greeting performed by the mayor 

of Nagymaros. 

•• 

Presentation of the sports associations and participants, 

experts and experiences in the field of 

inclusion and sports 

Visitation of the Institute for development in early 

Childhood, daycare centre and Caritas 

Rattle Ball“ presentation in a gymnasium 

•• 

Dinner in Nagymaros 


•• 

Visitation and presentation of the Chazar Andreas 

School in Vac – the former Royal Institute for the 

Deaf 

•• 

Signature of the cooperation contract of Nagymaros 

and Grevesmühlen 

• 

• Common Dinner in the restaurant Maros in Nagymaros 


•• 

Departure of all Delegations 

10 

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4. Network meeting of the EU project In-Town in Laxå “Inclusion in Education and Art” 

06.05. – 10.05.2015 

06. May 2015 

Arrival of the delegations 

•• 

Official start and greeting performed by Bo Rudolfsson 

, Chairman of the Municipal Executive 

Board and Harry Lundin, Executive Director of the 

Municipality 

07. May 2015 

•• 

Presentation: The Swedish School system – Ronny 

Johansson 

•• 

Robotmemo at Centralskolan -A unique method, 

drilling the capacity of your brain (working memory). 

You meet teachers and pupils practicing the 

method 

•• 

Study visit at Alléskolan, which is an upper secondary 

school for pupils living in the south part 

of our region. You meet pupils with disabilities 

and their teachers in various educational situations. 

We also visit the aniAra Culture Room, 

which offers activities to people with all kind of 

disabilities. The line of argument is a burning 

interest for renewing creation. Here, you get a 

chance to increase your self-confidence and you 

may get an opportunity to work as a trainee in a 

workplace. 

•• 

Music performed by Laxå Brass Band and Micke & 

Ronny 

•• 

Presentation of the participants and the network 

programme 

•• 

Dinner at Bowlinghallen 

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08. May 2015 

Visit the church of Laxå 

Casselgården – Konference 

•• 

Presentation of all Partners about inclusion in 

education 

•• 

Heidrun, Zolt och Mike prepare for workshops in 

a basement room at Casslegården. 

•• 

There is a music room, suitable for preparing the 

music programme 

•• 

Workshops and preparations for the vernissage 

Exhibition in premises in the city, even during the 

City Night 

10. May 2015 

•• 

Departure of all delegations 

City Night in Laxå Centrum: 

Opening ceremony 

Exhibitions and activities 

Market stands 

Beertent 

Music Entertainment (The Anuska Choir, etc) 

Parcour Activities 

Eating services 

••“City Food´” for the delegations. 

09. May 2015 

•• 

Ågrena riding school the school makes it possible 

for people with disabilities to ride a horse. A special 

ramp is built for that purpose 

•• 

Production of litter (the material you put on the 

floor in stables) 

•• 

Lunch at Tiveden School – “Tractor Soup” served 

in a special vessel, used when you live out-door 

••”Art in a circle” A walk in a circle in the woods. You 

can enjoy the fresh air and an exhibition at the 

same time. 

•• 

Fagertärn – a lake, worldfamous for it´s red water 

lilies 

•• 

A Farewell-Dinner at Casselgården with Local 

musicians and Entertainment (A Swedish mix, 

exposing Swedish humor) 

•• 

A farewell speech – The Municipality of Laxå 

hands over the baton to Loures 

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5. Network meeting of the EU project In-Town in Loures “Inclusion and Music” 26. – 30.10.2015 

26. – 27. October 2015 

Arrival of all Delegations 

Sightseeing in Lisbon 

•• 

Welcome dinner for all delegations – Restaurante 

Tarro 

29. October 2015 

Conference 

•• 

Opening – Mayor of Loures – Dr. Bernardino 

Soares and 

Councillor – Dra. Maria Eugénia Coelho 

Follow-up of the Project In-Town 

What is the project aiming at? 

•• 

In what way do we inform and give feedback to 

the local board and citizens? 

•• 

What happens when the project is closed? 

•• 

Where are we now in our efforts to change the 

world? 

•• 

Examples of successful experiences, which we 

can communicate in our home countries 

Presentations: 

Inclusion in Work – Maria Coelho 

•• 

Inclusion and Sports – Gesloures –Inclusion in 

Education – School Director Inclusion and Music 

– Conservatório de Artes de Loures 

•• 

Visit Cercipóvoa 

•• 

Dinner Festivities in Restaurante Almirante 


Visit public art gallery – Quinta do Mocho 

Visit schools 

•• 

Music rehearsals, orchestra and choir practise - 

Casa da Cultura de Sacavém 

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17

Performance – Conservatório de Artes de Loures, 

•• 

This concerts aim is to show the possibilities of 

persons with disabilities in the field of music. Furthermore 

we aim to show the importance of music 

for inter cultural cooperation. In the context 

of the concert we sing the song together: “We are 

the world” from Band Aight 

•• 

Farewell Dinner 


Preparations for the inclusive concert 

•• 

Rehearsals and setting up the info stands - Casa 

da Cultura de Sacavém 

Visit Gesloures 

•• 

Concert “European Inclusive Concert” – in the 

church of Loures 



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6. Network meeting of the EU project In-Town in Grevesmühlen “Coordination meeting” 

13. – 17.01.2016 

13. January 2016 

Get together Dinner 


•• 

Welcome speech performed by the mayor Jürgen 

Ditz 

•• 

Workshops: “Joint work on Inclusion in the future” 

and “future twin city cooperation” 

•• 

Presentation of the results and composing a treaty 

on future cooperation 

We aim to set up future fields of cooperation on the 

topic of inclusion and we would like to write them 

down in a cooperation treaty which shall be officially 

signed. 

Some initial work on the subject has already been 

talked about within the last network meetings and 

we’d like to make some definite plans about our 

target groups, time schedules and to set up workgroups 

to realise future cooperation. 

With this we want to assure that our cooperation will 

be continued after the formal end of the project. 

•• 

Visitation of the job-education section of the 

‚Diakonie‘ 

••“Dinner in the Dark‘in restaurant Plan B in Rostock 


The last day will be used to prepare the final project 

report. We like to clarify the the financial issues as 

well as the content and tasks connected to the report. 

Official festivities for the end of the project 

•• 

musical presentation performed by Holger & 

Geritt 

•• 

start of the official festivities 

20 

21

16. January 

Sightseeing tour Hamburg 

•• 

Exhibition ‚Silent dialogue‘and Blind dialogue - 

we will share you into tree groups 

farewell dinner in the restaurant ‚Am Tannenberg‘ 

•• 

presentation by Benny Andersson about his journey 

trough Europe von Grevesmühlen to Loures 

17. January 


• sign of the future cooperation treaty on transna- 

•• 

Public welcome speech by the mayor Jürgen Ditz 

•• 

Presentations by all the project partners about 

the project’s results 

• 

tional cooperation 

film Presentation about the In-Town Project 

concert with the inclusive band ‚ABM’ 

Get together dinner 

•• 

music and dance with ‚ABM‘ 

• Presentation of the project by Dorina and David 

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Grevesmühlen 

Grevesmühlen is a city in the 

municipality Nordwestmecklenburg 

in the federal state Mecklenburg-Vorpommern. 

The city 

is administrative centre for both 

the city and the surrounding countryside. There are 

about 11.200 inhabitants in Grevesmühlen, who 

make the city one of the centres in the federal state. 

There are a lot of activities and projects in the city 

concerning successful inclusion of persons with disabilities. 

Some best practice examples of successful inclusion: 

“Inclusion in the daily social life“ 

•• 

The annual “City Night” with the topic “Grevesmühlen 

ist Bunt“ (“Grevesmühlen is a colourful 

city”) with inclusive stage programs, handicap-parcours, 

several games and an inclusive café 

is celebrated on the European day for equality of 

persons with disabilities. 

“Inclusion in sports“ 

•• 

In Grevesmühlen we have the annual inclusive 

sports games – ”Aufeinander Zubewegen“ (“Moving 

towards each other“) with inclusive athletic 

competitions and a football tournament. 

•• 

The inclusive sports games – “Lust auf Bewegung“ 

(“Desire for movement“) with inclusive 

indoor-boccia and an indoor soccer tournament 

•• 

An inclusive project of the local sports clubs 

called “Handicap egal – ich bin dabei!“ (“Handicap 

– Never mind, I’m in!“). Persons with disabilities 

are included in the clubs and the trainers 

themselves get additional training to handle the 

different needs. 

“Inclusion in education and art“ 

•• 

Concerning the inclusion within the education 

system we are facing big challenges. Up 

to the year 2020 the political aim is to finally 

achieve total inclusion in the education system. 

Grevesmühlen is working on the challenges to 

make all the school buildings in the area barrier-free. 

This is a necessary basis for the achievement 

of successful inclusion. 

•• 

Persons with disabilities are receiving special 

work related training in special facilities to include 

them into the economic system. 

•• 

The art exhibition “Kunst für Alle“ (“Art for everybody“) 

shows different art projects of talented 

artist with and without disabilities 

“Inclusion and music“ 

•• 

ABM – “Absolut Bombastische Musik” – is a successful 

inclusive band of the Diakonie in northern 

Mecklenburg 

•• 

Cooperation with local music schools for the integration 

of musicians with disabilities in bands 

and orchestras. 

What have we achieved so far with the help of 

In-Town: 

The topic “Inclusion” was intensively brought to public 

attention. With the help of the In-Town activities 

and events the general public was sensitized and 

the citizens were able to remove any irrational fears 

of contact with persons with disabilities. By visiting 

our network partners we’ve seen different ways to 

engage the challenges of inclusion. This also helped 

us to make out our own deficits. Participating institutions 

and clubs were able to connect with similar organisations 

in our partner communities. The project 

also helped us understand cultural characteristics of 

our European partners. While working with our partners 

a lot of friendships were built. 

What we can do in the future: 

We are still engaged in making Grevesmühlen an 

even more inclusive city. This we want to achieve 

through further events and projects on the topic of 

inclusion to forward the development of total inclusion 

of persons with disabilities in every aspect life 

has to offer. 

Similar to what we’ve seen in Laxå the Diakonie, in 

cooperation with Grevesmühlen and other supporters, 

plans to set up an art academy to promote 

artists with and without disabilities in the fields of 

art, culture and music. As locality for this project 

Grevesmühlen’s newly renovated railway building 

will be used. 

24 

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pression of how much a society values their citizens 

with disabilities. 

Heidrun Lange, Chairwoman of the “Behindertenverband 

e.V.” (The organization for persons with disabilities): 

Our honorary work with persons with disabilities 

helps them to live a self-determined and active life. 

We are also working on a barrier-free society. I have 

experienced that the topic inclusion was successfully 

engaged in a serious and professional way. Persons 

with disabilities were included in the project at 

every time and participated actively. All participants 

have experienced and lived successful inclusion at 

the same time. 

David Ehrhardt, Project assistant and secondary 

school teacher 

How we can cooperate in the future 

The twin city network shall be further used for the 

exchange of ideas and to cooperate for the benefit 

of persons with disabilities. 

We can support each other with the realization of inclusion 

with the help of events and projects. Further 

development of the twin city cooperation can be 

realized with official network meetings, exchanges 

and meetings of concerned clubs, organizations and 

other stakeholders. 

Opinions of participants from Grevesmühlen: 

Kristine Lenschow, 1st city counsel lor of Grevesmühlen: 

We’ve seen impressive examples for inclusion in 

Nagymaros (Hungary), in Laxå (Sweden) and in 

Loures (Portugal). We also experienced that inclusion 

is not only a matter of money but of personal 

and social engagement. This engagement is the ex- 

Within the project we’ve experienced that persons 

with disabilities have very much potential which 

is often greatly underestimated. To make people 

aware of the benefits of inclusion is a very important 

step. In-Town made a very good start so far but the 

path to complete inclusion is but a challenging one 

and needs even more social efforts. 

Dorina Reschke, Project coordination and equal opportunities 

commissioner 

Every person should be made aware of the importance 

of inclusion for our society nowadays an in 

the future. To make inclusion work, people need to 

realise that differences enrich our societies. We have 

reaches inclusion when there is no need for the Word 

itself anymore…hopefully. The In-Town project enables 

us to exchange successful and practical ways to 

improve the situation. 

Grevesmühlen 

Grevesmühlen ist eine Stadt im Landkreis Nordwestmecklenburg 

im Bundesland Mecklenburg- 

Vorpommern. Sie ist Sitz der Verwaltungsgemeinschaft, 

welche die Stadt Grevesmühlen mit dem Amt 

Grevesmühlen-Land bildet. Sie ist mit ihren 11.200 

Einwohnern eines der 18 Mittelzentren des Landes. 

Die waldreiche Umgebung, die ausgedehnte Seenlandschaft 

und die nur 10 km entfernet Ostsee 

sowie die alljährigen Piratenfestspiele ziehen in den 

Sommermonaten zahlreiche Touristen an. 

In Grevesmühlen gibt es bereits zahlreiche Aktivitäten 

und Projekte mit erfolgreich gelebter Inklusion 

von Menschen mit Behinderungen. 

Best Practice Beispiele für Inklusion: 

„Inklusion im gesellschaftlichen Leben“ 

•• 

Die Citynacht „Grevesmühlen ist Bunt“ mit Inklusiven 

Bühnenprogramm, Handicap Parcours, 

Spielangeboten und Inklusionscafé, Shopping 

Night und „Tanz in den Mai für Alle“, findet seit 

jährlich anlässlich des europäischen Aktionstages 

zur Gleichstellung von Menschen mit Behinderungen 

statt 

26 

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Was haben wir durch In-Town erreicht: 

Meinungen der Teilnehmer aus Grevesmühlen: 

„Inklusion im Sport“ 

•• 

Das inklusives Sportfest –„Aufeinander Zube wegen“ 

mit inklusiven Leichtathletik Wettkämpfen 

und einem Fußballturnier 

•• 

Das integrative Sportfest –„Lust auf Bewegung“ 

mit inklusiven Hallenboccia- und Soccer Turnier 

•• 

Inklusionsprojekt der Sportvereine „Handicap 

egal- ich bin dabei!“ Menschen mit Behin derungen 

werden in die Sportabteilungen inkludiert 

und die Übungsleiter entsprechend ausgebildet 

„Inklusion im Bereich Bildung und Kunst“ 

•• 

Bei der Umsetzung der Inklusion an Schulen 

stehen wir noch vor besonderen Herausforderungen. 

Bis 2020 soll die Inklusion im 

Bildungsbereich umgesetzt werden. Die Stadt 

stellt sich der Herausforderung die Schulgebäude 

barrierefrei zugänglich zu gestalten, um die 

grundlegenden Voraussetzungen für dieses Vorhaben 

zu schaffen. 

•• 

Menschen mit Behinderungen werden in Behindertenwerkstätten 

ausgebildet und in den 

normalen Arbeitsmarkt inkludiert 

• 

• Ausstellungen „Kunst für Alle“ – eine Ausstellung, 

die Kunstobjekte von talentierten Menschen 

mit und ohne Handicap zeigt (Collagen, Holzskulpturen, 

Malereien) 

„Inklusion im Bereich Musik“ 

•• 

ABM – Absolut Bombastische Musik – ein erfolgreiches 

inklusives Bandprojekt des Diakoniewerkes 

im nördlichen Mecklenburg 

•• 

Kooperationen mit den Musikschulen zur 

Integration von Musikern mit Handicap in die 

Orchester. 

Die Inklusion von Menschen mit Behinderungen 

konnten wir durch das In-Town Projekt mehr in die 

öffentliche Diskussion bringen. Die Bevölkerung 

wurde durch die Aktivitäten und Veranstaltungen 

für das Thema sensibilisiert und Berührungsängste 

konnten abgebaut werden. Von unseren Netzwerkpartnern 

konnten wir lernen, wie Inklusion umgesetzt 

werden kann und wir erhielten dadurch 

die Möglichkeit, die Defizite im eigenen Bereich 

zu erkennen. Institutionen und Vereine in und um 

Grevesmühlen, die sich mit dem Thema befassen, 

konnten sich durch das Projekt besser vernetzten. 

Unsere europäischen Partner haben wir mit ihren 

kulturellen Besonderheiten kennen und schätzen 

gelernt. Intensive Freundschaften sind entstanden. 

Was wir noch tun können: 

Durch neue Aktivitäten und Projekte, sowie durch 

die Sensibilisierung der Bevölkerung und einer 

strategischen Orientierung der Stadt und ihres Umlandes, 

entwickelt sich Grevesmühlen kontinuierlich 

zu einer inklusiven Stadt und ermöglicht 

auch Menschen mit Behinderungen eine gleichberechtigte 

Teilhabe am gesellschaftlichen Leben 

Ähnlich wie in Schweden besichtigt, plant das 

Diakonie werk in Kooperation mit der Stadt und 

weiteren Kooperationspartnern den Aufbau einer 

Kunstakademie zur Förderung von Menschen mit 

und ohne Behinderungen im Bereich Kunst, Kultur 

und Musik im Bahnhofsgebäude der Stadt. 

Wie wir zusammenarbeiten können 

Das städtepartnerschaftliche Netzwerk sollte den 

Teilnehmern auch künftig zum Erfahrungsaustausch 

zum Thema Inklusion zur Verfügung stehen. 

Mit gemeinsame Aktivitäten und Projekten können 

wir uns gegenseitig bei der Umsetzung der Inklusion 

unterstützen. Die städtepartnerschaftliche 

Zusammenarbeit sollte in Form von Netzwerktreffen, 

dem Austausch von Vereinen, Verbänden 

und Bürgerbegegnungen weiterentwickelt werden. 

Kristine Lenschow, 1. Stadträtin Grevesmühlen: 

Wir haben tolle Beispiele für Inklusion in Ungarn, 

Schweden und Portugal gesehen, viele Ideen mitgenommen 

und die Gewissheit, dass Inklusion nicht 

nur eine Frage des Geldes, sondern vor allem auch 

eine Frage des persönlichen und gesellschaftlichen 

Engagements ist und Ausdruck der grundlegenden 

Einstellung einer Gesellschaft zu ihren Menschen 

mit Handicap 

Heidrun Lange, Vorsitzende des Behindertenverbandes 

e.V.: 

Wir arbeiten ehrenamtlich mit behinderten 

Menschen mit dem Ziel ihnen ein selbstbestimmtes, 

aktives Leben zu ermöglichen und Barrierefreiheit 

zu schaffen. 

Ich habe in diesem Projekt erlebt, dass das 

Thema Inklusion mit großer Ernsthaftigkeit und 

Professionalität zum Erfolg geführt wurde. In dem 

Projekt wurden behinderte Menschen mit einbezogen 

und haben das Projekt aktiv mitgestaltet. 

Alle Teilnehmer haben im Rahmen des Projektes Inklusion 

erlebt und gelebt. 

David Ehrhardt, Projektmitarbeiter und Regionalschullehrer 

Während des Projekts konnten wir eindrucksvoll 

sehen, welches Potential Menschen mit Behinderungen 

haben. Dieses wird allerdings noch 

viel zu oft unterschätzt. Es ist ein wichtiger Schritt, 

denn Bürgern die vielfältigen Vorteile einer inklusiven 

Gesellschaft vor Augen zu führen. In-Town 

hat dabei einen tollen Start hingelegt, aber der Weg 

zur vollständigen Inklusion ist mit vielen Herausforderungen 

versehen und bedarf noch mehr gesellschaftlicher 

Engagements. 

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29

Nagymaros 

Nagymaros is a small town, situated 

on the Danube Band. Inhabitant 

is nearly 5,000, where 

the national statistics disproving 

been growing birth rate 

and population. As a result, the youth generation of 

the town gets the most attention. 

There are six organizations, which are dealing with 

handicapped children and adults. 

“Early Development of Small Maros,, under the direction 

of Anna Rita Rétiné Szalai begins to care about 

and to develop disabled children in their early age. 

Dr. Eszter Borkó Hetényi teacher as the leader of 

,,Vándor Vackor and Public Benefit Foundation,, 

holds individualized riding therapy to hearing impairment 

and premature infant children, and to 

those who suffer from congenital diseases. 

Support Service of Nagymaros, as part of the diocese 

of Vác attends six villages in its area. It is responsible 

for transporting handicapped children to 

various special schools of Vác. Furthermore, it deals 

with home care, as well as organizes different cultural 

programs, such as excursions, cinema and theatre 

visits, Christmas party etc. 

Pax Corporis Foundation has been active in Nagymaros 

since 2010. Head of the foundation Dr. Annamária 

Rendessy, beside responsible for the medical 

service, she pays great attention to support 

handicapped people in the town, and assists their 

parents in questions of mental hygiene. 

Two urban institutions deal with disabled children, 

who are integrated into the public educational system. 

„Smile” Child Welfare and Family Service Office 

brings together three municipalities. Its important 

task is to support families where there is a child with 

learning difficulties, who can hardly meet requirements 

in the school. Furthermore, this organization 

helps to socially backward families. Volunteers deal 

with children on the afternoons. 

The Educational Consultant is a separate institution, 

but it is closely related to the life of the primary 

school. Teachers of handicapped make tests on children 

are age of 4 for discovering and filtering problems 

like dyslexia, dysgraphia, dyscalculia and autistic 

symptoms. A child, who has one or more of these 

problems, can start or continue the education in the 

primary school, but additional care is required. This 

office organizes occasions individually or in small 

groups. The school psychologist deals with anxious 

and hyperactive children as well. 

The above institutions are in good relationship with 

each other and they continuously discuss about the 

problems, trying to join their sources to help to handicapped 

people in Nagymaros and its surroundings. 

Best practice examples of inclusion: 

“Inclusion of social life” 

Our participation in the In-Town project pointed to 

the problem that although Nagymaros has several institutions 

which are involved to support disabled and 

handicapped people, but there is not so many opportunity 

to solve the integration of these kind of people. 

NGOs and volunteers regularly organize trips for 

them in the area and cinema and theatre visits (2-3 

times per month). Support Service of Nagymaros 

takes care of the transportation. 

Handicraft classes are organized during Advent 

season, where children can make cookies, prepare 

Christmas decoration. The pupils of the local primary 

school show Bethlehem’s play at nursing home in 

Nagymaros every year. 

The local institutions are trying to involve poor and 

needy inhabitants into the social life of the town too. 

“Sport, as tool for the integration” 

Nagymaros organized the meeting about inclusion 

of sport in September 2014. During the meeting, we 

could see demonstration of riding therapy and basketball. 

The team played with pupils from primary 

school of Nagymaros. The leader of the basketball 

team emphasized that they consider their games 

and shows as a mission. That was why so important 

and great to be able to visit our town. Pupils were 

also glad to participate in the game. 

Unfortunately, there aren’t so much opportunities of 

sport for disabled, handicapped people in our town, 

although we can be proud of Wohner Farkas for example, 

who won gold medal on Taivan’s Olympic 

game (special Olympiad). 

However, we can report about success stories also. 

Riding therapy started to develop rapidly few years 

ago, and this activity is the most popular nowadays. 

Dr. Eszter Borkó Hetényi and her therapeutic riding 

school achieved several successes on many national 

competitions in the recent years. 

She thinks it is very important during the sessions 

is to create perfect conditions for the training, establish 

spiritual calm for children and eliminate any 

outer disturbances. The project participants could 

visit Táltos Riding School, where Szilvia Mészáros – 

director of the school was pleased to demonstrate 

this beautiful sport. 

Last, but not least there is great tradition of water 

sports in Nagymaros, such as canoe (Andrea Pitz, 

Kálmán Petrovics, Béla Petrovics are world champions) 

and canoe polo. 

Nowadays the popularity of other kind of sports 

(football, basketball, running and fitness) increases. 

“Street Championship” in Nagymaros will be organized 

second time in this year. This event is held on 

1st of May. The main purpose of this program to offer 

competition and several activities for all citizens of 

Nagymaros independently of their age and health 

condition. It is a very famous day of the local social 

life. The result is a satisfied and happy community 

that holds together the love of the sport. 

“Inclusion of fine art” 

We can know more about the world with the help 

of the art. The pleasure of creation motivates the 

students, their social skills can be extended thereby 

complex effect of personal development can be 

achieved. Many examples we have seen during the 

In-Town project. For example, the night painting in 

Grevesmühlen, shaping clay with bandaged eyes 

in Nagymaros and Swedish creative/ art common 

house. We knew particularly good example in Loures 

with the painted house walls. This method, technique 

could be also work in Hungary for reducing 

the social segregation. 

Famous artists’ colony existed in Nagymaros in the 

70’s, which has almost over. However, a young generation 

has grown up and we can be seen beautiful 

examples of the art of collaboration. Sigil Gallery 

opened two years ago, where local artists can exhibit 

of their works regularly. The local creative teachers 

can be found on common events in Nagymaros. 

During these occasions, participants are introduced 

to the pleasure of creation. 

30 

31

There is no integrated educational system in Nagymaros, 

however, students should know more about 

disabilities members of society, such as blind, deaf 

and handicapped children for developing student’s 

empathy and emotional intelligence. Improving the 

communication is the key element for cognition of 

these kind of people. That is the reason why would 

be useful if students could be familiar with sign language 

and Braille. Nowadays adoption and acceptance 

of foreign cultures are more and more natural 

therefore, crucial that students should be prepared 

for that. Pedagogics have important function in this 

process. 

It should helped human being to get rid of the 

stranger, overcome fearing from someone/something 

else. Forming public and common communication 

and knowing each other are essential for 

achieving this target. Personal contact is also necessary, 

which is more difficult in a life of a smaller, 

isolated community. 

It is important that disabled, handicapped and people 

with other cultures not being outsiders, but being 

real part of our society. 

“Function of the music in developing of disabled 

people” 

Professor Andás Pető in the 1940s created a unique 

educational system for adults and children who have 

motor disorders of neurological origin. The conductive 

education system provides the opportunity for 

evolving all-round personality, nevertheless it allows 

the cooperation, interaction in the group and prepares 

the person to the real integration. 

The basic idea of the theory is the central nervous 

system has still reserves and it can build new relationships 

despite its damages. These abilities can 

be mobilized with adequate control of the learning 

process. Today, the International Pető Institute of 

Conductive Education has become a worldwide intellectual, 

research and training centre. The main target 

of the school of Pető Institute to teach, educate, 

give people joy and support them with establishing 

good environment, community in the school. 

The music creates community. The music is source 

of enjoyment. The music teaches. The music is for 

everyone. Those too, who cannot visit concert halls. 

There is a wise saying in Hungarian language: if the 

mountain won’t come to Muhammad then Muhammad 

must go to the mountain. This expresses that 

if someone or something does not or cannot come 

to us, than we have to go. Therefore, that is how the 

music entered into the school. Within a year, more 

than a hundred musicians attended there. The 

meaningful moments are not only for learning, but 

also for the enjoyment and experience of the community. 

Students gained a lot of knowledge about 

musical instruments and musical genres. 

Which project has made the biggest impression on us? 

In-Town project not only drew attention to the importance 

of integration, but we could see some 

practical examples on different locations. We had 

deep emotional impressions several times, when we 

visited institutions and we could meet people who 

have made their lives for taking care of others. 

Especially Carlos Mota became the most likeable for 

us, who’s behind are likeable personality, empathic 

skills and strong results. We could see his human 

capabilities, as he took care about his pupils and 

motivated them during meeting in Nagymaros. He 

awarded coach of the year prize as we could get to 

know in Loures, which was deserved, honestly. 

We could visit a factory in Grevesmühlen, where disabled 

people are able to work. This is very important 

for us because our town plans to establish a similar 

enterprise. Design and layout of the factory and division 

of labour were particularly impressive. 

We could get an insight into the Swedish school 

system in Laxå, which we have heard about so far. 

Teaching methods and teachers’ professionalism impressed 

us. The education system’s philosophy is not 

only practical, but it is also humanitarian, because after 

graduation, the system provides support for getting 

into the world of work. We are pleased that we 

could get to know more about integration system of 

the participating countries. 

How can we improve social developments in our 

countries? 

We saw some good practice and system (educational 

integration) from different countries. It is clearly 

known, that state-level developments and changes 

are needed for improvements in our country. Unfortunately, 

the opposite has happened few years ago: 

some factory, which employed handicapped people, 

closed, social benefits were reduced, as well as supporting 

associations of disabled were almost disappeared. 

Nowadays economic sector is changing in positive 

way and it seems that these changes will affect positively 

the social sector too, which means that the 

support will be more intensive in the upcoming 

years. It was begun to develop the educator career, 

which one segment of professional training opportunities 

in addition to increased salaries. Following 

developments are in the social and health sectors 

also planning to improve. 

Inclusion does not appear uniformly in the Hungarian 

education. Although integration efforts are 

stronger, but optimal development of the handicapped 

children should be improved. It is common 

the “cold integration” without the formal integration 

of personnel and material conditions. 

Children with learning difficulties learn in mainstream 

educational system, but handicapped children 

are taught in segregated institutions. 

Creating and spreading of inclusive schools in Hungary 

needs renewal of public educational system, 

renewal of complex technical tools and pedagogical 

systems should be also rethinking. 

Changing of professional attitude is needed in the 

following areas: 

•• 

Introduction of personality-oriented education 

instead of performance-oriented education, 

•• 

Creating heterogeneous groups in classrooms, as 

a replacement of homogeneous groups. 

•• 

Use of promoting discovery learning, creativity, 

cooperation procedures 

Expansion of differentiated instruction, education 

•• 

Effective cooperation of teachers and service 

professionals. 

In addition, it would be essential to raise the salary 

of teachers and improve significantly the financing 

of public education. 

In terms of philosophy of think globally, act locally, 

Nagymaros would like to focus more strongly to em- 

32 

33

phasize the integration of education. Especially tools 

of sport and art. 

What did the project give us? 

Beyond that we have met lot of nice and kind people 

during the visits, we have learnt so many practices, 

and saw good examples about how to make the life 

of disabled children and adults easier. 

We were impressed about visit of a factory, which 

employed people with disabilities in Grevesmühlen. 

Particularly appealing is that kind of attention, and 

care, which they got during the work. We saw and 

experienced personally how wonderful they feel 

themselves. We had the pleasure to talk with them. It 

was especially likeable to see that free time activities 

are organized on afternoons, for example playing 

music with Mike Reschke, and playing and drawing 

club with Heidrun Lange. 

The educational system was our favorite issue in 

Sweden. Handicapped and healthy children can 

learn together in the same school. This is one of the 

highest level of integration what we have met. The 

educational system in Hungary is segregated, which 

means that children with disabilities have to learn 

separately. We believe it is very important that children 

should get to know that, different,, children are 

existing too. It is useful for their personal developing 

and creating their open mind view. The result would 

be more easily acceptance and support of handicapped 

people by the society. 

The visited institutions and boarding school were 

impressed us in Portugal. It was nice to see that how 

comfortable places are and the nurses were very 

kind and gentle. Well-trained teachers, good facilities 

and well-organized educational system welcomed 

us. We are very proud to know „coach of the 

year”, Carlos. 

We could not experience the Polish system personally, 

but we saw many good examples through presentations. 

We heard about there are several good 

professional trainers in Grzmiąca. 

We think, we have learnt a lot and have seen good 

practices. 

Although our actual financial possibilities cannot 

enable to establish similar educational institutions 

in our little town now, but we already being closer to 

achieve our plans and dreams with participation in 

the project. This was the first steps for reaching great 

successes. There are so many good examples that 

small steps have huge positive results too. 

In which topic can we imagine to exchange of experience? 

Both professional contacts and personal friendships 

formed during the meetings. 

We are very proud of the twin city agreement with 

Grevesmühlen, what was signed in Nagymaros in 

2014. The civil and official cooperation between the 

two towns has been working since ‘60s. We look forward 

to continue our relationship further student 

exchange programs and cultural cooperation. 

Furthermore, we intend to improve the integration 

of handicapped people in fields of sport and art education 

in the local primary school. We consider the 

importance of changing the experiences, and asking 

support and opinion of those professionals, who 

have many years of experience. 

Nagymaros 

Nagymaros közel 5000 fős kisváros a Dunakanyarban 

fekszik, ahol az országos statisztikát megcáfolva 

évek óta nő a születésszám és a népesség. Ennek következtében 

az ifjúság nevelésére fordítja a város a 

legnagyobb figyelmet. 

A településen hat szervezet foglalkozik sérült illetve 

fogyatékos gyermekek és felnőttek foglalkoztatásával: 

A Kicsimaros Korai Fejlesztő, Rétiné Szalai Anna Rita 

vezetésével már csecsemőkorban kezdi a fejlesztést 

azoknál a gyermekeknél, ahol bármiféle fogyatékosság 

mutatkozik. 

A Vackor és Vándor Közhasznú Alapítványt, Hetényi 

Eszter gyógypedagógus vezeti egyénre szabott 

lovasterápiával hallássérült, koraszülött és egyéb 

veleszületett betegségekkel szenvedő gyermekek 

számára. 

A Váci Egyházmegye Nagymarosi Támogató Szolgálata 

hat települést lát el a környéken. Feladatkörébe 

tartozik a környék sérült gyermekei szállítása Vácra 

különböző speciális intézményekbe, a háziápolás, 

34 

35

valamint különböző kulturális programok szervezése, 

mint például kirándulások, mozi-és színházlátogatás, 

közös karácsony, Mikulás, farsang stb. 

A Pax Corporis Alapítvány 2010 óta tevékenykedik 

Nagymaroson. Az orvosi ellátáson kívül az alapítvány 

vezetője, dr. Rendessy Annamária nagy figyelmet 

fordít a településen a fogyatékkal élők segítésére, 

szüleik mentálhigénés támogatására. 

Az integrált oktatásban résztvevő, valamilyen fogyatékossággal 

rendelkező gyermekekkel két városi intézmény 

foglalkozik. 

A Mosoly Gyermekjóléti és Családsegítő Szolgálat 

három települést fog össze. Egyik fontos feladatuk 

azon családok segítése, ahol a gyermek a tanulás 

valamely területén nehezen teljesíti a követelményeket, 

a szociálisan visszamaradt családok segítése. 

Önkéntesek foglalkoznak délutánonként a rászoruló 

gyermekekkel. 

A Nevelési Tanácsadó bár külön intézmény, de szorosan 

kapcsolódik az iskola életéhez. Gyógypedagógusai 

már az óvodában végeznek szűrővizsgálatokat, 

és azok a gyerekek, akik valamely részképességgel 

rendelkeznek, mint pl. dislexia, disgrafia, diskalkulia, 

autisztikus tünetek, melyek nem olyan súlyosak, 

hogy speciális oktatásban kellene részt venniük. A 

nevelési tanácsadóban egyéni, vagy kiscsoportos 

foglalkozáson vesznek részt. Az iskola pszichológusa 

foglalkozik a szorongó, hiperaktív gyerekekkel is. 

Az intézmények nemcsak jó kapcsolatban állnak 

egymással, hanem a problémákat megbeszélve, közös 

erővel igyekeznek, hogy segíthessenek a rászorultakon 

Nagymaroson és környékén. 

Társadalmi élet inklúziója 

Részvételünk az In-Town projektben rámutatott arra 

a problémára, hogy bár Nagymaroson több intézmény 

is foglalkozik a fogyatékkal élők mindennapjainak 

megsegítésével, ám az integrációra nagyon 

kevés alkalom adódik. 

A civil szervezetek és az önkéntesek rendszeresen 

szerveznek számukra kirándulásokat a környéken, a 

szállításról a Váci Egyházmegye támogató szolgálata 

gondoskodik. Közös mozi-és színházlátogatás is 

programra kerül 2-3 havi rendszerességgel. 

Az adventi időszakban Mikulás estet rendeznek, valamint 

különböző kézműves foglalkozásokat, melyeken 

részt vesznek a legkisebbektől a legnagyobbakig, 

sütnek és karácsonyi díszeket készítenek. 

A helyi általános iskola tanulói minden évben betlehemi 

műsort adnak elő számukra, mely a nagymarosi 

idősek otthonában kerül megrendezésre. 

A helyi intézmények igyekeznek, hogy a rászorulók 

is részt vehessenek a város életében és a helyi rendezvényeken. 

A sport inklúziója 

A sport eszközén keresztüli inklúzió című meeting 

Nagymaros városa rendezte meg, ahol bemutatót 

láthattunk a lovassportból és a kosárlabdából. A budapesti 

értelmi fogyatékos csapat és a nagymarosi 

általános iskola válogatott csapata játszott együtt. A 

program keretében szervezett kosárlabda játékban 

résztvevő fogyatékos csapatnak nagyon fontos volt, 

hogy kijöhettek játszani, mert ők egyfajta missziónak 

fogják fel. működésüket. Az iskolásoknak szintén 

élmény volt megismerkedni a közös játékkal. 

Kisvárosunk szerényebb lehetőségekkel rendelkezik 

a sérültek sportolási lehetőségeit illetően. azonban 

a lovasterápia pár éve igen erőteljes fejlődésnek 

indult. Az elmúlt évben a helyi lakosú Dr. Borkóné 

Hetényi Eszter és Vándor és Vackor Lovasterápiás 

iskolája szép eredményekkel tért haza hazai versenyekről. 

Iskolájukban fontosnak tartják, hogy a 

gyermekek képzése teljeskörű legyen és a lelki nyugalmukat 

se zavarhassák meg, ezért nem került sor 

személyes bemutatóra Nagymaroson. azonban a 

szintén nagymarosi Táltos Lovasiskola vezetője Mészáros 

Szilvia örömmel vállalta, hogy bemutatót tart 

a lovassportból. Városban a vizi sportoknak van szélesebb 

hagyománya, így a kajaknak és a kajakpólónak, 

de jelen van a foci és az egyre népszerűbb futás, 

fitness ágazatok. Kétszer rendezték meg Nagymaroson 

május elsején az „Utcabajnokságot” melynek 

célja, hogy bárki bármilyen korú, nemű és alkatú egy 

napot sportoljon közösségben. Nagymarost hat kerültre 

bontva területek versengenek egymással különböző 

sport műfajokban ( foci, kosárlabda, futás, 

kötélhúzás, tollaslabda, sakk, műveltségi vetélkedő). 

A végeredmény egy elégedett és boldog közösség, 

amelyet összetart a sport szeretete. 

Az alkotóművészet inklúziója 

A művészet eszközével megismerhető a világ, az alkotás 

öröme motiválja a tanulót, bővíthetőek a szociális 

kompetenciák és ezáltal a személyiségfejlesztés 

komplex hatása érhető el. Az In-Town projektben 

számos példát láthattunk a művészeti nevelésre, 

Grevesmühlen-ben az éjszakai „sötétben festést”, 

vagy a nagymarosi bekötött szemmel való agyagozást, 

Svédországban az alkotóházat, vagy Louresben 

a lakótelepet ahol a művészet eszközével próbálják a 

társadalmi szegregációt csökkenteni. A loures-i gyakorlat 

különösen szimpatikus és kreatív megoldást 

ismerhettünk meg, melyet hazánkban is tudnánk 

alkalmazni. Nagymaroson országosan elismert művésztelep 

működött, melynek már alig van nyomai, 

azonban a felnövekedett ifjú generáció már bontogatja 

szárnyát és szép példáit tekinthetjük meg a Dunakanyar 

művészeti összefogásainak. pár éve nyílott 

a SIGIL Galéria, ahol környékbeli művészek munkáiból 

mutatnak be kéthavi rendszerességgel tárlatot. 

A városi rendezvényeken gyakorta megtalálhatóak a 

helyi kreatív pedagógusok, akik kézműves foglalkozáson 

bárkivel megismertetik az alkotás örömét. 

A nagymarosi iskolában nincs integrált oktatás fontos 

lenne az empátia, az érzelmi intelligencia fejlesztésére, 

ha rendszeresen vakokat, siketeket és a 

mozgássérülteket is bevonhatnánk akár több rövid 

projekt keretében az oktatásba. Aminek előzményeként, 

a kommunikációjukat is lehetne oktatni, mint a 

jelnyelvet és a Braille írást. Mivel az tőlünk degen kultúrák, 

személyek befogadása, elfogadása a mai világunkban 

egyre természetesebb ezért nekünk fontos 

feladatunk, hogy a tanulóinkat is felkészítsük erre. 

Az embert segíteni kell megszabadítani, az ősi, archaikus, 

az idegentől, a mástól való félelmétől. Ebben 

elsődleges segítség a közös kommunikáció, a 

másik kommunikációjának megismerése. A másodlagos 

a személyes érintkezés, amit egy elszigeteltebb 

kisebb életközösségnek talán még nehezebb. 

Ezek fontosak lehetnek, hogy a sérültek, fogyatékosok 

és a más kultúrájú, személyiséggel és viselkedéssel 

élő emberek ne jött mentek legyenek közöttünk, 

hanem a társadalom valódi részesei lehessenek. 

A zene szerepe a mozgássérültek fejlesztésében 

Pető András professzor az 1940-es években hozta 

létre a központi idegrendszeri károsodás következtében 

mozgássérült személyek helyreállítását célzó 

konduktív pedagógiai rendszert, amelyet az általa 

vezetett intézet alkalmazott először. A konduktív nevelési 

rendszer lehetőséget ad a személyiség minden 

oldalú kibontakoztatására és ugyanakkor lehetővé 

teszi a társakkal - csoportban történő - együttműködést 

is, előkészít a valódi integrációra. Alapgondolata, 

hogy a központi idegrendszer a károsodások 

ellenére is rendelkezik tartalékokkal, új kapcsolatok 

kiépítésének lehetőségével, amelyek a tanulási folyamat 

megfelelő vezérlésével mozgósítható. Napjainkra 

a Nemzetközi Pető Intézet a konduktív nevelés 

egész világra kiterjedő szellemi, kutató, képző 

központjává vált. A Pető Intézet speciális iskolájának 

fontos célja, hogy a ránk bízottakat tanítsuk, neveljük, 

örömöt adjunk nekik, jó iskolai közösséggel támogassuk 

őket. A zene közösséget teremt. A zene 

örömforrás. A zene tanít és nevel. A zene mindenkié. 

Azoké is, akik túl nehezen, ezért igen ritkán jutnának 

36 

37

el hangverseny termekbe. A magyar nyelvnek van 

egy tréfás helyzetmondata: Ha a hegy nem megy 

Mohamedhez, Mohamed megy a hegyhez. Azt fejezi 

ki ez a szólás, hogy ha nem jön el hozzánk, akivel 

találkozni szeretnénk, nekünk kell elmenni hozzá. 

Így jött el mozgássérült tanítványainkhoz. Egy éven 

belül több mint száz zenész járt a Pető Intézet speciális 

iskolájában. Jól éreztük magunkat együtt. A 

tartalmas percek nemcsak a tanulásnak, hanem az 

örömnek, a közösség megtapasztalásának az alkalmai 

is voltak. Tanítványaink sok ismeretet szereztek 

hangszerekről, zenei együttesekről és műfajokról. A 

zene mindenkié. Azoké is, akik túl nehezen jutnának 

el hangversenytermekbe. 

Melyik projekt tette ránk a legnagyobb benyomást? 

Az In-Town projekt nemcsak felhívta figyelmünket 

az integráció fontosságára, hanem kézzel fogható, 

gyakorlati példákat is megszemlélhettünk különböző 

helyszíneken. Több alkalommal is mély érzelmi 

benyomást tett ránk egy-egy intézmény meglátogatása, 

amikor megismerhettük azon személyeket, akik 

életüket tették fel mások gondozására. 

Különösen szimpatikus lett számunkra Carlos Mota, 

aki emberszeretetével és szakmai tudásával. Nagymarosra 

látogatva tanúi lehettünk emberi képességeinek, 

ami nemcsak szaktudását jelentette, hanem 

barátságos személyiségét, amivel oktatja diákjait és 

motiválja őket. Louresben tudtuk meg, hogy az év 

edzője díjat nyerte le, melyet őszintén megérdemelt. 

Grevesmühlenben megismerhettünk egy olyan üzemet 

ahol korlátozott munkaképességű személyeket 

foglalkoztatnak. számunkra ez nagyon fontos, mert 

városunk is tervez hasonló kis üzemet. Az üzem kialakítása 

és a munkamegosztások tagolásának és 

rendszerének bemutatása különösen elnyerte tetszésünket. 

A svédországi Laxå városkában bepillantást nyerhettünk 

a svéd iskola rendszerbe, amelyről eddig csak 

távolról hallottunk. Az oktatási módszerük és a pedagógusok 

profizmusa mély benyomást tett ránk. 

Az iskolarendszer filozófiáját nemcsak praktikusnak, 

hanem emberségesnek is tartjuk, hiszen az iskola elvégzését 

követően a munkába állást is segíti a svéd 

oktatási rendszer. Örömmel vettük, hogy bepillantást 

nyerhettünk a résztvevő országok kultúrájába és 

integrációs rendszerébe. 

Az országunkban hogyan tudnánk javítani a 

szociális fejlesztések? 

A látogatások alkalmával megismert példákat, sport, 

művészet, oktatási integrációt tekintve első körben 

tisztában vagyunk azzal, hogy az állami szintű fejlesztések 

megindulásával érhető el változás hazánkban. 

Országunkban pár éve sajnos pont ellenkező 

folyamatok zajlottak és zártak be korlátozott munkaképességű 

munkahelyeket, vagy szűntek meg 

támogató egyesületek. Ám a gazdasági változások 

pozitív előremutatást jeleznek és ezáltal úgy látjuk 

hogy hamarosan beindulhatnak a szociális szféra támogatása. 

Pár éve kezdődött meg a pedagógus életpálya 

kialakítása, amelynek egyik szegmense hogy 

emelkedtek a fizetések. A következőkben a szociális 

és egészségügyi területen élők életpályáját is tervezi 

az állam javítani. 

Az inklúzió a magyar oktatásban nem egységesen 

jelenik meg. Bár az integrációs törekvések egyre erősebbek, 

a sajátos nevelési igényű, tanulási, beilleszkedési 

problémákkal küzdő gyermekek teljes befogadása, 

optimális fejlesztése általában fejlesztendő. 

Gyakori a formális személyi és tárgyi feltételek nélküli 

rideg integráció. 

Míg a tanulási, beilleszkedési problémákkal küzdő 

gyermekek a többségi oktatásban tanulnak, addig 

az érzékszeri és értelmi fogytékos gyermekek tanítása 

továbbra is szegregált intézményben zajlik. 

Az inkluzív iskola megteremtéséhez Magyarországon 

a közoktatás megújítása, megújulása, komplex 

szakmai eszközrendszer és a pedagógiai rendszerének 

újragondolása szükséges. 

Az alábbi területeken szükséges a szakmai szemléletváltás: 

•• 

teljesítményközpontú oktatás helyett, személyiségre 

orientált oktatás bevezetése, 

•• 

homogén osztályszervezés helyett heterogén 

csoportok létrehozása 

•• 

tanulást elősegítő felfedezés, kreativitás, kooperációs 

eljárások alkalmazása 

•• 

a differenciált oktatás gazdagítása 

•• 

a tanárok és a segítő szakemberek hatékony 

együttműködése 

A fentiek mellett alapvető lenne a pedagógusok bérének 

rendezése és a közoktatás finanszírozásának 

jelentős javítása. 

A gondolkodj globálisan, cselekedj lokálisan filozófiát 

tekintve Nagymaros kisvárosa szeretne nagyobb 

hangsúlyt fektetni az oktatás integrációjára. Kifejezetten 

a sport és a művészet eszközeivel. 

Mit adott nekünk a projekt? 

Az elmúlt öt találkozás alkalmával azon túl, hogy nagyon 

sok kedves és értékes embert ismertünk meg, 

számtalan ötletet kaptunk, miként lehet a fogyatékossággal 

élő gyermekek és felnőttek életét könynyebbé 

tenni. 

Grevesmühlenben nagy benyomást tett ránk a két 

üzem látogatása, amelyben fogyatékkal élőket foglalkoztatnak, 

az az odafigyelés, amellyel egyénre 

szabottan foglalkoznak velük. Személyesen tapasztaltuk, 

milyen jól érzik magukat, jó érzés volt beszélgetni 

velük. Különösen tetszett, hogy a munkán 

túl délutáni elfoglaltságot is szerveznek számukra, 

a zenélés Mike Reschkével, vagy a játék-és rajzklub 

Heidrun Lange-val. 

Svédországban az iskolarendszer fogott meg bennünket 

különösen, az a szisztéma, miszerint a fogyatékkal 

élők egy intézményben tanulnak az egészséges 

tanulókkal. Nálunk Magyarországon külön 

intézmények látják el ezt a feladatot, ám úgy véljük, 

nagyon fontos lenne a gyermekek számára már 

egész kis korban felismerni, hogy van, aki „más“, és 

őt így kell elfogadni. 

Portugáliában nagy benyomást tettek ránk az intézmények, 

mind a felnőttek, mind a gyerekek számára. 

Örömmel láttuk, milyen szép körülmények között élnek 

a rászorulók, milyen szeretetteljesek az ápolók. 

Lenyűgözött mindkét intézmény felszereltsége, és 

nagyon büszkék vagyunk, hogy megismerhettük az 

év edzőjét, Carlost, akit a Nagymaroson tett látogatás 

alkalmával nagyon szívünkbe zártunk. Munkatársával 

Rui Monterio-val közösen olyan szeretettel és 

odafigyeléssel foglalkoztak gyerekekkel, egy percre 

nem hagyták magukra őket, felejthetetlen és példamutató 

számunkra. 

A lengyel rendszert bár csak elmondás, és egy kisfilm 

alapján ismerjük, de tapasztaltuk, hogy nagyon sok 

odaadó szakember foglalkozik a sérült emberekkel. 

Úgy gondoljuk, nagyon sokat tanultunk. Bár szűkösek 

az anyagi lehetőségeink, és számunkra egyelőre 

elképzelhetetlen hasonló intézmények létrehozása, 

de a projekten keresztül sokkal közelebb kerültünk 

azokhoz az intézményekhez, akik e területen tevékenykednek, 

és látjuk, hogy kis lépésekkel is érhetünk 

el nagy eredményeket. 

Milyen témában tudnánk elképzelni a tapasztaltcserét? 

A látogatások alkalmával kialakultak személyes barátságok 

és szakmai kapcsolatok is. Nagymaros városa 

2014-ben Grevesmühlen városával testvérvárosi 

szerződést írt alá. A két város közti együttműködés a 

60-as évekre vezethető vissza, több éve folyik a kommunikáció 

a civilek és a város között. Bízunk benne, 

hogy a kapcsolat folytatódhat további diák csere 

programokkal és kulturális együttműködéssel. 

További lehetőség az integráció helyi kialakítása, 

amelynek fő szegmensei a sport és képzőművészet. 

Fontosnak tartanánk, hogy ezen témakörökben tudjunk 

egyeztetni azon városok szakembereivel, akik 

már több éves tapasztalattal rendelkeznek. 

38 

39

Laxå 

In the “middle of the middle” 

of Sweden you will find Laxå at 

the highway E 20 and road 205. 

You can also get here by train 

and there are very good railroad 

connections to Laxå both from the south of Sweden 

(Gothenburg and Malmö), Stockholm and the north 

east of Sweden. We have abundant supplies of big 

forests and water. As a matter of fact, we have the 

longest beach/capita in Sweden, if we exclude municipalities 

along the Swedish seacoast. The biggest 

lakes are Skagern and Unden. 


”Inclusion in daily social life” 

•• 

Work experience at various workplaces in the 

municipality such as Rastpunk/ Burger King, 

Pemax, Noratel, OKQ8, Laxå Municipality etc. 

•• 

Participation at everyday things such as shopping, 

waste separation. 

•• 

All the work carried out in our daily activities and 

our associations. 

“Inclusion in sports” 

•• 

Activities at the riding club in Ågrena. A special 

ramp is built for people with disabilities, making 

it possible for them to ride a horse. 

•• 

Folkrace KFMK, swimming Alle’badet, weight 

training. Special rally cars, built for people with 

disabilities. 

“Inclusion in the education sector” 

•• 

Included pupils in the municipal primary school. 

No special school anymore. Students with so severe 

disabilities, that they cannot participate in 

primary school teaching is, however, at a special 

school in another location. In the current situation, 

there are three pupils in that location. 

•• 

The inclusive approach for pupils with disabilities 

at upper secondary school Alléskolan in Hallsberg. 

“Inclusion in / through music” 

•• 

Choir- and music circles. These learning activities 

are very important. Mikael Loiske is doing a great 

job with his music moments with disabled people. 

Which projects, experiences, institutions or facilities 

have made the most impression on your 

delegation within the In-Town meetings ? 

Voices from the Swedish team: 

“I cannot say that I was entranced, but it was interesting 

to see that people are working hard on the 

issues and that they really wanted and were interested 

in the issue. Continuing on this path, will take 

you to the level where we are today. So I cannot say 

that any facility 

or institution made my soul happy. But several people 

we met, both staff and “clients” made a strong 

impression on me.” 

“I was impressed by the Hungarians and their voluntary 

commitment both privately, by churches 

and the Red Cross. Remaining impressions were the 

guy who was blind and had his phone as a daily tool 

for activities, and the symbiosis between Gary o his 

buddy. The swimming pool with its aid is also something 

I appreciated. Naturally, the swimming show, 

too. I also liked the art project very much.” 

“What made the most impression on me during our 

meetings were when we visited the daily activities 

in Grevesmühlen. Here they had the opportunity 

to compete in the labour market, which we cannot 

because of our legislation. This is very interesting for 

my work in Laxå and I and my colleague have had 

the opportunity to visit various social enterprises in 

the county. To face the future, where we know we 

will get more high-functioning patients, we must 

find other ways to work on and find meaningful pursuits. 

We are investigating some projects, but so far, 

it is only at the discussion stage.” 

How you could improve the politics on inclusion 

in your country? 


“The most important way to influence policies is to 

keep the issue constantly 

alive. It must be on the agenda all the time. The various 

organizations must, continuously, “Knock on the 

door” and demonstrate their existence.” 

“A document for inclusion. This project has involved 

the inclusion of disabled people in society. I think 

that all people should feel included in society, young 

and old, families and single people, regardless of 

ethnic background or disability. All of them should 

feel included in society, and society should be accessible 

to all of them.” 

“The political knowledge can probably be improved 

by informing them and commitment to them. Information 

meetings in different contexts. Invite them 

to different available events. FUB ( an organization 

working for children, adolescents and adults with 

developmental disabilities to live a good life)and 

other organizations maybe can participate . Often, 

but not too much information, might be a good 

idea! Remind and alert them continuously.” 

“Concerning politicians, should, in the first instance, 

a new disability plan be made. And then I think that 

they need more insight and knowledge about disabled 

people.” 

Statements about the In-Town Project: 


“We have/had disabilities in the family, so we are 

very aware of existing problems all the time. But 

you need to be reminded of the obstacles that are 

actual in our society. Even if Sweden is improving all 

the time, we have a lot of work to do in the future 

and sometimes you feel as if you stomp on the same 

spot all the time, and occasionally takes a step back. 

In the municipality of Laxå we need to get the issue 

back on the agenda. Feels like we don´t take any 

steps forward at the moment.” 

40 

41

On what topics we might cooperate in the future 

within this network of twin cities. 


•• 

In Hungary, we met people who worked with the 

disabled and felt that they were working with 

their hearts. 

•• 

In Germany, the factory where they built the 

scenes, turned, had subcontract work where 

everyone had a task according to his ability, (our 

Samhall). 

•• 

The neighbourhood in Portugal, the beautifying 

art and participation to “build” their society. 

•• 

Collaborate in music! Try exchange, where the 

disabled can visit the twIn-Towns, perhaps at 

camps. 

“All of us in the Swedish team have contact with disabled 

people in various ways. This was a chance to 

shed more light on the topic and make society more 

aware of the work we are doing in the municipality.” 

A forum for the development of a society where 

everyone can move (transportation service, suitable 

curbs, etc. 

Maybe a forum for gathering, so we can give a few 

more a golden flavour to life. 

Work for sign language training of as many as possible 

to build bridges. Perhaps internships in each 

other countries 

Laxå Kommun 

“More o more understanding of the importance that 

all people get as good a life as possible, that society 

must be adapted to the needs that we have - both 

similarities and differences - in our European countries 

and that we all are working in the same direction. 

Important with the exchange of all sorts of 

questions, not only in terms of inclusion. My views or 

ideas about the disabled people have not changed. 

I have a solid foundation of my beliefs about human 

equality. I feel, however, that despite what the world 

may seem, there are many good wills in Europe.” 

“This project – in which I and Petra had the honor to 

participate - has been amazing!!! Amazing, because 

all new contacts you have tied, but also because it 

has been a real “kick”. We are all working constantly 

with these issues, but the things we experienced 

and the preparations we made when the entire delegation 

visited us in Laxå, have made us even more 

excited to work for disabled peoples´ inclusion in 

society. 

„Mitt i mitten“ av Sverige hittar du Laxå i korsningen 

mellan motorvägen E 20 och väg 205. Du kan också 

ta dig hit med tåg och det finns mycket goda järnvägsförbindelser 

till Laxå både från södra Sverige 

(Göteborg och Malmö) , Stockholm och nordöstra 

Sverige. Vi har riklig tillgång till stora skogar och 

vatten. I själva verket har vi den längsta stranden / 

capita i Sverige, om vi utesluter kommunerna längs 

den svenska kusten. De största sjöarna är Skagern 

och Unden. 

Goda exempel på integration: 

„Införande i det dagliga sociala livet“ 

•• 

Funktionsnedsatta personer får praktik på olika 

arbetsplatser i kommunen: Rastpunkt, Burger 

King, Pemax, Noratel, OKQ8, Laxå kommun etc. 

•• 

Deltagande i vardagliga saker såsom shopping, 

sopsortering. 

•• 

Allt arbete som utförs i vår dagliga verksamhet 

och våra föreningar. 

„Införande i sport“ 

•• 

Verksamheten vid ridklubben i Ågrena. En speciell 

ramp är byggd för personer med funktionshinder, 

som gör det möjligt för dem att rida en häst. 

42 

43

•• 

Folkrace KFMK. Speciella rallybilar, byggda för 

personer med funktionshinder. 

•• 

Simning Alle‘badet, styrketräning 

„Införande i utbildningssektorn“ 

•• 

Alla elever går i den kommunala grundskolan. 

Ingen egen särskoleverksamhet bedrivs längre. 

Elever med så svåra funktionshinder, att de inte 

kan delta i grundskolans undervisning är dock på 

en specialskola på en annan ort. I dagsläget finns 

det tre elever på den orten. 

•• 

Den allomfattande strategin för elever med 

funktionshinder i gymnasieskolan Alléskolan i 

Hallsberg. 

„Införande i / genom musik“ 

•• 

Kör- och musikcirklar. Dessa inlärningsaktiviteter 

är mycket viktiga. Mikael Loiske gör ett utmärkt 

jobb genom sina musikstunder med funktionshindrade. 

Vilka projekt, erfarenheter, institutioner eller 

anläggningar har gjort mest intryck på delegationen 

inom mötena i projektet In-Town? 

Röster från det svenska teamet: 

„Jag kan inte säga att jag var hänförd, men det var 

intressant att se att människor arbetar hårt med frågorna 

och att de verkligen ville och var intresserade. 

Fortsätter det så, tar det oss till den nivå där vi är i 

dag i Sverige. Jag kan inte säga att varje anläggning 

eller institution gjorde min själ lycklig, men flera 

människor vi mötte, både personal och „klienter“ 

gjort ett starkt intryck på mig.” 

«Jag var imponerad av ungrarna och deras frivilliga 

engagemang både privat, av kyrkor och Röda Korset. 

Bestående intryck var killen som var blind och 

hade sin telefon som ett dagligt verktyg för aktiviteter 

och symbiosen mellan Gary o hans kompis. Simhallen 

och hjälpverksamheten där är också något jag 

uppskattar. Givetvis också simuppvisningen. Konstprojektet 

i Loures tyckte jag också mycket om.« 

«Det som gjorde mest intryck på mig under våra möten, 

var när vi besökte den dagliga verksamheten i 

Grevesmühlen. Här hade de möjlighet att konkurrera 

på arbetsmarknaden, som vi inte kan på grund av 

vår lagstiftning. Detta är mycket intressant för mitt 

arbete i Laxå och jag och min kollega har haft möjlighet 

att besöka olika sociala företag i länet. Att möta 

framtiden, där vi vet att vi kommer att få fler högfungerande 

patienter, gör att vi måste hitta andra 

sätt att arbeta på och hitta meningsfulla sysselsättningar. 

Vi undersöker vissa projekt, men än så länge 

är det bara på diskussionsstadiet.« 

Hur kan du förbättra politikens arbete med inkluderingen 

i ert land? 

Röster från det svenska laget: 

„Det viktigaste sättet att påverka politiken är att 

hålla frågan ständigt levande. Den måste vara på 

dagordningen hela tiden. De olika organisationerna 

måste kontinuerligt „knacka på dörren“ och visa sin 

existens. „ 

„Genom att ta fram ett dokument för inklusion. 

Projektet har fokuserat på inkludering av funktionshindrade 

personer i samhället. Jag tror att alla 

människor ska känna sig inkluderade i samhället, 

unga och gamla, familjer och ensamstående, oavsett 

etnisk bakgrund eller funktionshinder. Alla av dem 

ska känna sig inkluderade i samhället och samhället 

ska vara tillgängligt för alla. „ 

„Den politiska kunskapen kan sannolikt förbättras 

genom information och visat engagemang till dem. 

Informationsmöten behövs i olika sammanhang. 

Man bör bjuda in dem till olika evenemang. FUB (en 

organisation som arbetar för att barn, ungdomar 

och vuxna med utvecklingsstörning ska leva ett gott 

liv) och andra organisationer kanske kan delta. Ofta, 

men inte alltför mycket information, kan vara en bra 

idé! Vi ska påminna och vara alerta kontinuerligt.” 

„När det gäller politiker, bör i första hand en ny plan 

tas fram för funktionshindrades situation i samhället. 

I samband med det tror jag att de behöver mer insikt 

och kunskap om personer med funktionshinder.” 

Uttalanden om In-Town projektet: 


„Vi har / hade funktionshinder i familjen, så jag är 

mycket medveten om existerande problem hela tiden, 

men du måste bli påmind om de hinder som 

finns i vårt samhälle. Även om Sverige förbättrats har 

vi en hel del arbete att göra i framtiden och ibland 

känns det som om vi stampar på samma ställe hela 

tiden, och ibland tar ett steg tillbaka. I kommunen 

Laxå måste vi få frågan på dagordningen. Det känns 

inte som att vi tar några steg framåt just nu.” 

„Alla vi i det svenska teamet har kontakt med personer 

med funktionshinder på olika sätt. Detta var 

en chans att sprida mer ljus över ämnet och göra 

samhället mer medvetet om det arbete vi gör i kommunen.” 

„Mer och mer förståelse måste skapas för vikten av 

att alla människor får ett så gott liv som möjligt, genom 

att samhället anpassas till de behov som vi har 

- både likheter och skillnader - i våra europeiska länder 

och att vi alla arbetar i samma riktning . Viktigt 

med utbyte av alla typer av frågor, inte bara när det 

gäller inkludering. Mina åsikter eller idéer om funktionshindrade 

har inte förändrats. Jag har en solid 

grund i min uppfattning om människors lika värde. 

Trots att världen ser ut som den gör i många avseenden, 

finns det många goda viljor i Europa. „ 

„Det här projektet - som jag och Petra hade äran att 

delta i - har varit fantastiskt !!! Fantastiskt, tack vare 

alla nya kontakter som vi har knutit, men också för 

att det har varit en riktig „kick“. Vi arbetar alla ständigt 

med dessa frågor, men de saker som vi upplevt 

och förberedelser vi gjort när hela delegationen besökte 

oss i Laxå, har gjort oss ännu mer motiverade 

och entusiastiska att arbeta för funktionshindrade 

människors inkludering i samhället. 

Inom vilka områden kan vi samarbeta i framtiden 

inom detta nätverk av vänorter? 


•• 

I Ungern, träffade vi människor som arbetade 

med funktionshindrade och kände att de arbetade 

med hela sitt hjärta. 

•• 

I Tyskland, fabriken där de byggde kulisserna och 

hade legotillverkning där alla hade en uppgift 

efter sin förmåga, (vårt Samhall). 

•• 

Området i Portugal, den förskönande konsten 

på byggnaderna och delaktigheten i att „bygga“ 

samhället. 

•• 

Samarbeta i musik! Pröva utbyte, där funktionshindrade 

kan besöka vänorterna, kanske på läger. 

Skapa ett forum för utveckling av ett samhälle 

där alla kan röra sig (färdtjänst, lämpliga trottoarkanter, 

etc). 

•• 

Vi kanske kan skapa ett forum för insamling av 

saker, så att vi kan ge några fler en gyllene guldkant 

i tillvaron. Vi bör också arbeta för utbildning 

i teckenspråk för så många som möjligt, för att 

bygga broar. Kanske vi ska införa utbytespraktik i 

varandras länder? 

44 

45

Loures 

Loures is a municipality in the 

central Portuguese Grande Lisbon 

Subregion. It is situated to 

the north of Lisbon. It was created 

on 26 July 1886 by a royal decree. 

Loures has an area of 168 square kilometres and a 

total population of about 200.000 inhabitants, in 

which about 8% (16.700) are residents from abroad. 

The INE (National Statistical Institute) data, referring 

to the 2011 national census, still indicate that are 

living in Loures 6.224 citizens with dual nationality 

(plurinationality), which represents about 3%. 

The municipality of Loures is administered by a city 

council composed of 11 councillors. 

There is a Municipal Assembly that is the legislative 

body of the municipality consisting of 43 members 

(including 33 directly elected). 

The position of Mayor is currently occupied by Bernardino 

José Torrão Soares elected in the municipal 

elections of 2013 in the CDU (coalition from PCP+PE- 

V+ID) lists with relative majority of councillors in the 

chamber (5). 


“Inclusion in daily social life! 

Through partnerships and cooperation plans established 

with the Ministry of Education, secondary 

schools and vocational schools, the Municipality 

has supported the training of young students with 

special educational needs, promoting stages in their 

services. 

This program aims to promote socio-professional integration 

of these young people, in order to ensure 

consistent individual life project, according to future 

options and expectations and preventing the risk of 

social exclusion. 

“Inclusion in sports” 

Integration issues in its various aspects, including 

the integration of people with disabilities, have been 

a priority for the municipality of Loures. 

In this sense, sports has enabled people with disability 

a smooth integration in society and in life. 

The approach that Gesloures has made over the 

years is to prepare for life children and young people 

that through their physical and mental characteristics 

have greater difficulty in making this integration. 

In addition to this integration, Gesloures has prepared 

a considerable number of swimmers who 

have been present in the Paralympics Games since 

1996. 

Gesloures, has already two qualified athletes to the 

games this year in Rio de Janeiro. 

“Inclusion in the education sector” 

In the municipality of Loures, there are 21 schools 

with structured teaching units. 

These units are a valuable resource for schools, trying 

to provide a better learning environment for students 

with special educational needs. 

This response aims to increase the level of autonomy 

and participation in school, among their colleagues. 

The units are made up of specialized teachers in special 

education and auxiliary room. Typically, these 

units work in a classroom, at school. 

The work in these units is quite diverse and can be 

directed more towards one educational or vocational 

route, always sharing a common goal: the inclusion 

of disabled person in society. 

“Inclusion in music” 

The Municipality of Loures created this school year, 

a project of social inclusion through the arts – The 

MusicArte. 

This music therapy project is present in 21 elementary 

schools and all kindergartens of the county, benefiting 

about 150 children with special educational 

needs. 

Music therapy is basically a therapeutic way in the 

use of music and its effects. 

These activities develop the cognitive, psychomotor 

and social field of children, their senses: sight, hearing 

and speech, facilitate muscle control, balance 

and coordination and the ability to relate to and get 

along with others. 

Every two weeks, a group of monitors from the Conservatório 

D’Artes de Loures go to schools to try to 

stimulate sensory through music, a group of children 

with cognitive and motor disorders such as autism, 

cerebral palsy or Down syndrome. 

Since the beginning of the project, it is already visible 

a change in the children’s behaviour and how 

they react to outside stimuli, most children react 

more easily and spontaneity. 

Statements of the delegation: 

Director of Agrupamento de Escolas da Bobadela – 

Fernanda Almeida 

The participation in the project In- town was rewarding 

for the exchange of experiences between different 

countries and the fellowship of the host, respect 

and integration of people with different capabilities. 

Specifically in Sweden the opening of society for 

this integration was observable, either in organized 

events, either in spaces open to all, and especially 

in workshops where they could “communicate” 

through art. 

Although there is still a lot to do as regards to integration 

into society, this project allowed me to see 

that some of the good practices already take place in 

Portugal, we are following the right way. 

Diretor of Agrupamento de Escolas de Catujal – 

Unhos – João Carvalho 

Unfortunately, and despite the phrase “for an inclusive 

Europe” being widely used, the mentality of 

many citizens (called normal) still considers the disabled 

citizens as incapable. 

The importance of disseminating the In-Town project 

is to enable the disabled citizens to have experiences 

similar, reaching results that may come gradually 

to mitigate their exclusion from various social, 

cultural areas, ... 

This school has two units to support multiple disabilities, 

which aims to answer the special educational 

needs of students with significant limitations in 

terms of activity and participation, resulting from 

structural and functional changes of permanent nature. 

We believe that music therapy classes improve the 

inclusion of our students in their daily lives. Our students 

participated in the concert “In-Town by an inclusive 

Europe”, and we are very proud of it. 

46 

47

Diretor of Agrupamento de Escolas de Nº2 de 

Loures – Irene Louro 

In-Town project which has the objective to build a 

network of partnerships and synergies that favour 

the inclusion of disabled citizens in a multicultural 

Europe, allowed to known experiences, initiatives 

and good practices developed in several participating 

countries. 

The art in general and the various musical events 

made possible the creation of creative environments 

and integrators of differences. Children and adults, 

disabled individuals shared, harmoniously, their experiences 

and skills. 

In Sweden had the most impact: 

•• 

how the integration is performed of all citizens, 

children, young adults and old people with or 

without disabilities, which are part of an open 

society; 

•• 

the integrated responses of civil and religious 

society in the educational institutions; 

•• 

the conditions of the institutions to give answers 

to the needs of all, without luxuries, but with the 

fundamental, functional level. 

Diretor of Agrupamento de Escolas Portela e 

Moscavide – Marina Simão 

In overall presentation made by the different parties 

and countries, at the conference in Portugal, realized 

that some partners work with young people with 

disabilities in the community, providing employment 

and support in their integrating through sport 

or music and finally in work / employment. 

In Portugal the integration of this students is made 

from pre-school education, trying and doing the integration 

in mainstream schools. This type of situation 

is not common in other partner countries. 

In Portugal there are still many steps to be taken 

for the development of projects aimed at integrating 

young people into the labour market and in activities 

related to leisure, sport and music, with the 

involvement and commitment of municipalities in 

such programs. 

Diretor of Escola Secundária de Camarate – Teresa 

Graça 

The In-Town Project contributes to improve the living 

conditions of persons with disabilities by sharing 

best practices with other European partners. 

The sharing of diversity strategies and methodologies 

contributes to the enrichment of the practices 

implemented by partners as well as the opening of 

paths leading to effective inclusion of this group in 

the European community. 

It is a motivating project, challenging, that contributes 

to a society guided by equity and social justice. 

In Laxå (Sweden), we found a strong concern for social 

inclusion of people with disabilities by including 

in the school environment basic routines essential 

and conducive to autonomy, as is the case of “small 

apartments”, where all tasks are carried out, allowing 

live without depending. 

The existence of mechanisms and structures that 

enable the integration / inclusion after the end of 

schooling is the example of the good practices developed 

by Laxå community that should be implemented 

in Europe. This value which is given to the 

person with disabilities, treating her as a person, 

could help to take another big step in the long journey 

towards a full European citizenship. 

Gesloures – Mário Cardoso 

This program, twinned between several European cities, 

promotes and enables the access to social, business 

and cultural activities by individuals with physical 

and intellectual disabilities, becoming an important 

factor to combat isolation and social exclusion. 

Its main directives are promoting the development 

and well-being of participants, improving their quality 

of life and full integration of rights, the professional, 

recreational and cultural programming adjusted 

to the profile of each individual. 

In our visit to Germany and Hungary, we were delighted 

with the generosity which we were received 

in local communities, the integrity, accountability 

and, above all, the dignity that individuals with disabilities 

carry out their specific tasks in entities we 

visited. 

It was a trip and experience to remember forever! 

The example by example! 

Director of Cercipóvoa – Luis Santos 

It was very positive the participation of CERCIPÓVOA 

as an entity invited by the Municipality of Loures, to 

the In-Town project for an inclusive Europe. 

The visit to Grevesmühlen allowed to observe intervention 

practices among the population with 

disabilities, which are not very different from what 

is practiced in our country. However, the differences 

are: smaller local communities where are the structures 

that receive people with disabilities and they 

receive more support for the development of its activity. 

All 5 days and contact with all participants was 

very positive. We visited an inclusive school in 

Grevesmühlen, with good facilities and professional 

resources, the same kind of response that is given by 

the Socio-Educational Support of CERCIPÓVOA. 

48 

49

Finally, the visit to our institution was very positive 

for us. We had the opportunity to show the work we 

do for our European partners. 

How can we improve our best practices of inclusion 

in Portugal: 

•• 

Improve early detection and intervention. 

•• 

Improve specialized support in kindergartens 

and in schools with a normal teaching system, 

with an effective inclusion in classes and perdurance 

as long as it may possible in them. The 

involvement of children with a handicap in all the 

school activities in a inclusion practice considering 

each one of their characteristics, capabilities 

and will. 

•• 

Extend the creation of Occupational Activities 

Centres in way to protect the necessities of the 

young adults with handicaps. 

•• 

We must aware our companies to employ adults 

with a handicap according to their capabilities 

and possibilities, allowing them to take advantage 

in fiscal incentives that the Portuguese legislation 

provides. 

•• 

Develop mixed therapy programs (music, sports, 

artistic expressions, …) specifically aimed to support 

these institutions. 

•• 

Perform formation and awareness activities with 

the main objective of deepening civic attitude 

and acceptance of difference in the communities. 

•• 

Support families, as caretakers, making sure that 

persons with a handicap have their role in the 

family structure. 

•• 

Guarantee the conditions for the persons with 

disabilities autonomy (housing, residence, assisted 

residence). 

The participation of Municipality of Loures in the 

project “In-Town” was revealed as an opportunity for 

us to know the best practices of people´s inclusion 

with disabilities in the different partnership towns. 

From Hungary to Poland, passing through Sweden 

and finishing in Germany, the common denominator 

is the huge respect for the particularities of each 

person with disability, in order to find the better way 

to potentiate their own capabilities. As we have observed 

and shared in the project, sports, music and 

other arts are good integration tools. 

For that reason, we have seen different ways of 

working the social inclusion: at schools, associations, 

working places and also in the community in general. 

This observation allows us to learn through the 

best practices and have more tools to correct the 

problems in our communities. 

The In-Town Project contributes for our community 

to be more fair and equal, as it look to every individual 

as a person in which its involvement is essential 

to the community he belongs to. 

Cooperate in the Future: 

improvement of disability inclusion practices 

•• 

practices also extended to other minorities (including 

immigrants) 

50 

51

Loures 

Loures é um município na sub-região da Grande lisboa, 

situando a norte de Lisboa. 

Foi criado em 26 de julho de 1886 por decreto real. 

Tem uma área de 168 quilómetros quadrados e cerca 

de 200.000 mil habitantes, em que cerca de 8% 

(16.700) são residentes do exterior. 

Os dados do INE (Instituto Nacional de Estatística), 

referindo-se aos censos de 2011, indicam que vivem 

em Loures 6.224 cidadãos com dupla nacionalidade, 

o que representa cerca de 3%. 

O município de Loures é administrado por uma câmara 

municipal composta por 11 vereadores. 

Existe uma assembleia municipal, que é o órgão legislativo 

do município, sendo este constituído por 

43 membros (incluindo 33 eleitos diretamente). 

O cargo de Presidente da Câmara Municipal é atualmente 

ocupado por Bernardino José Torrão Soares, 

eleito nas eleições municipais de 2013 pela CDU (coligação 

de PCP + PEV + ID), tendo maioria relativa de 

vereadores na câmara (5). 

Boas práticas nas diversas áreas: 

“Inclusão na vida social” 

No âmbito das parcerias e planos de cooperação estabelecidos 

com o Ministério da Educação, escolas 

secundárias, profissionais e agrupamentos de escolas, 

a Autarquia tem vindo a apoiar a formação de 

jovens alunos com necessidades educativas especiais, 

promovendo a realização de estágios nos seus 

serviços. 

Este programa pretende promover a inserção socioprofissional 

destes jovens, de modo a garantir 

um projeto individual de vida consistente, de acordo 

com as expetativas e opções futuras, prevenindo o 

risco de exclusão social. 

“Inclusão no desporto” 

Questões da integração nos seus vários aspetos, incluindo 

a integração das pessoas com deficiência, 

têm sido uma prioridade para o concelho de Loures. 

Neste sentido, o desporto permitiu que às pessoas 

com deficiência uma integração harmoniosa na sociedade 

e na vida. 

A abordagem que a Gesloures tem feito ao longo dos 

anos é a de preparar para a vida as crianças e jovens 

que, através de suas características físicas e mentais 

têm maior dificuldade em fazer essa integração. 

Além dessa integração, a Gesloures preparou um 

número considerável de nadadores, que estiveram 

presentes nos Jogos Paralímpicos desde 1996. 

A Gesloures tem já dois atletas qualificados para os 

jogos deste ano no Rio de Janeiro. 

“Inclusão na educação” 

No município de Loures, existem 21 escolas com unidades 

de ensino estruturado. 

Estas unidades apresentam-se como um valioso recurso 

para as escolas, procurando, através do ensino 

estruturado, encontrar um ambiente para o aluno 

mais propício à aprendizagem. Neste sentido, esta 

resposta pretende aumentar o nível de autonomia e 

de participação na escola, junto dos seus pares. 

A nível dos recursos humanos, as unidades são constituídas 

por professores especializados em educação 

especial e por auxiliares de sala. Por norma, estas 

unidades funcionam num espaço inserido na escola, 

numa sala de aula. 

O trabalho desenvolvido nestas unidades é bastante 

diversificado, podendo direcionar-se mais para uma 

via educacional ou profissional, partilhando sempre 

o objetivo comum: a inclusão da pessoa com deficiência 

na sociedade. 

Inclusão na música 

A Câmara Municipal de Loures criou, no início deste 

ano letivo, um projeto de inclusão social através das 

artes – O MusicArte. 

Este projeto de musicoterapia está presente em 21 

escolas básicas e em todos os jardins-de-infância do 

concelho, beneficiando cerca de 150 crianças com 

necessidades educativas especiais. 

A musicoterapia é basicamente uma forma terapêutica 

na utilização da música e dos seus efeitos. 

As atividades de ludo psicopedagogia-musical desenvolvem 

o domínio cognitivo das crianças, os seus 

sentidos: a visão, audição e expressão. A nível psicomotor 

facilitam o controlo muscular, o equilíbrio 

e a coordenação. Em termos sociais este processo 

desenvolve a capacidade de se relacionar e conviver 

com os outros. 

Quinzenalmente, um grupo de monitores do Conservatório 

D’Artes de Loures desloca-se a várias escolas 

do concelho para tentar estimular sensorialmente, 

através da música, um grupo de crianças que 

sofre de doenças do foro cognitivo e motor, como 

o autismo, paralisia cerebral ou síndrome de Down. 

Desde o início do projeto já se nota uma evolução 

no comportamento e na maneira como as crianças 

reagem aos estímulos do exterior, a maioria 

das crianças já vai reagindo com mais facilidade 

e espontaneidade aos estímulos. 

Depoimentos da nossa delegação: 

Diretora do Agrupamento de Escolas da Bobadela 

– Fernanda Almeida 

A participação no projeto In- town foi gratificante, 

pela troca de experiências entre diferentes países e 

pela comunhão no que concerne ao acolhimento, 

respeito e integração de pessoas com diferentes capacidades. 

Concretamente na Suécia foi observável a abertura 

da sociedade para esta integração, quer nos eventos 

organizados, quer nos espaços abertos a todos, 

e sobretudo nos ateliers onde podiam “comunicar” 

através da arte. 

Apesar de haver ainda muito a fazer no que respeita 

à integração na sociedade, este projeto permitiu-me 

verificar que algumas das boas práticas já se realizam 

em Portugal. Estamos a trilhar o caminho certo. 

Diretor do Agrupamento de Escolas de Catujal – 

Unhos – João Carvalho 

Lamentavelmente, e apesar de a expressão “por 

uma Europa inclusiva” ser sobejamente utilizada, a 

mentalidade de muitos dos cidadãos (ditos normais) 

ainda considera os cidadãos portadores de deficiência 

como incapazes. Pensamos que é aí que reside 

a importância da divulgação do Projeto In-Town, ao 

permitir que estes últimos tenham experiências semelhantes 

aos primeiros, atingindo resultados que 

poderão vir, progressivamente, a atenuar a sua exclusão 

das mais variadas áreas sociais, culturais, … 

Uma das valências do Agrupamento de Escolas de 

Catujal – Unhos (AECU) são as duas unidades de 

apoio à multideficiência, onde se pretende dar resposta 

às necessidades educativas especiais dos 

alunos com limitações significativas ao nível da atividade 

e da participação, decorrentes de alterações 

funcionais e estruturais, de carácter permanente. 

Acreditando nós que a música é um elemento potenciador 

da inclusão dos nossos alunos no seu quotidiano, 

o AECU facilita aos alunos que aí têm apoio 

a participação nas sessões de musicoterapia, da responsabilidade 

do Conservatório d’Artes de Loures e 

promovidas pela Câmara Municipal de Loures. 

Na sequência das aulas de musicoterapia, os nossos 

alunos participaram no concerto “In-Town por uma 

Europa inclusiva”, participação essa de que muito 

nos orgulhamos. 

Diretora do Agrupamento de Escolas de Nº2 de 

Loures – Irene Louro 

O projeto In-Town que tem como objetivo geral a 

construção de uma rede de parcerias e sinergias que 

privilegiem a inclusão de cidadãos portadores de 

deficiência numa europa multicultural deu a conhecer 

experiências, iniciativas e boas práticas desenvolvidas 

nos vários países participantes. 

A arte, em geral, e as várias manifestações musicais 

possibilitaram a criação de ambientes criativos e integradores 

das diferenças. Crianças e adultos, portadores 

de deficiências partilharam, de forma harmoniosa, 

as suas experiências e competências. 

Da viagem realizada aquilo que mais impacto teve 

em mim, enquanto pessoa foram: 

•• 

A forma como se realiza a integração de todos os 

cidadãos, crianças, jovens adultos e idosos, com 

ou sem deficiência, os quais fazem parte integrante 

de uma sociedade aberta; 

•• 

As resposta integradas da sociedade civil e ou 

religiosa junto das instituições escolares; 

•• 

As condições das instituições para darem respostas 

às necessidades de todos, sem luxos, mas com 

o fundamental, a nível funcional. 

Diretora do Agrupamento de Escolas Portela e 

Moscavide – Marina Simão 

Na apresentação global feita pelos vários parceiros e 

países verificou-se haver da parte de alguns parceiros 

um trabalho com jovens com NEE de integração 

na comunidade, proporcionando emprego e apoio 

na integração dos mesmos quer através do desporto, 

quer da música e por último no trabalho/emprego. 

52 

53

Em Portugal a integração destes alunos com NEE nas 

escolas é feita desde a educação pré-escolar, tentando-se 

e fazendo-se a integração nas escolas de ensino 

regular. Este tipo de situação não é comum nos 

outros países parceiros. 

Em Portugal ainda há muitos passos a dar para o desenvolvimento 

de projetos que visem a integração 

dos jovens no mercado de trabalho e em atividades 

ligadas aos tempos livres, desporto e música, com o 

envolvimento e empenhamento das Câmaras Municipais 

em programas deste tipo.” 

Diretora da Escola Secundária de Camarate – 

Teresa Graça 

O Projeto In-Town contribui para que através da 

partilha de boas práticas com outros parceiros europeus 

se possam melhorar as condições de vida 

das pessoas com deficiência. A diversidade de estratégias 

e metodologias partilhadas contribuem 

para o enriquecimento das práticas implementadas 

pelos parceiros, assim como a abertura de caminhos 

conducentes a uma efetiva inclusão deste grupo na 

comunidade europeia. É um projeto motivador, desafiante, 

que em tudo contribui para uma sociedade 

que se paute pela equidade e justiça social. 

Na deslocação efetuada a Laxå (Suécia), constatou-se 

que há uma forte preocupação com a inclusão social 

das pessoas com deficiência através da inclusão em 

ambiente escolar de rotinas básicas essenciais e propiciadoras 

de autonomia, como é o exemplo de “pequenos 

apartamentos” em que são realizadas todas 

as tarefas que permitem viver sem depender. A existência 

de mecanismos e estruturas que permitem a 

integração/inclusão após o término da escolaridade é 

o exemplo de umas das boas práticas desenvolvidas 

pela comunidade de Laxå que deveria ser implementada 

no espaço europeu. Esta valorização que é dada à 

pessoa com deficiência, tratando-a como pessoa, poderá 

contribuir para se dar mais um grande passo na 

longa caminhada para uma plena cidadania europeia. 

Gesloures – Mário Cardoso 

Este Programa, geminado entre várias cidades Europeias, 

promove e possibilita o usufruto de acesso às 

atividades sócio-profissionais e culturais por parte 

de população constituída por indivíduos com deficiência 

motora e intelectual, assumindo-se como 

um importante fator de combate ao isolamento e 

à exclusão social. Tem como principais diretivas a 

promoção do desenvolvimento e do bem-estar dos 

Participantes, a melhoria da sua qualidade de vida 

e uma integração plena de direitos, sendo a programação 

profissional e lúdico-cultural ajustada ao 

perfil de cada individuo. A luta contra o estigma e a 

discriminação, pelo desafio aos preconceitos e pela 

demonstração em situações reais e participação nos 

contextos naturais, em que as pessoas com limitações 

motoras e intelectuais demonstram capacidades 

e têm direitos. 

Na nossa deslocação a Alemanha e Hungria, ficámos 

encantados com a generosidade com que nos 

receberam as comunidades locais. Comoveu-nos a 

integridade, responsabilidade e, principalmente, a 

dignidade com que os indivíduos com necessidades 

especiais encaravam as suas tarefas específicas nas 

entidades onde exerciam a sua atividade. 

Foi uma viagem e experiencia para recordar sempre! 

O exemplo pelo exemplo! 

Diretor da Cercipóvoa – Luis Santos 

Foi muito positiva a participação da CERCIPÓVOA 

como entidade convidada pela Câmara Municipal 

de Loures, no projeto In-Town por uma europa inclusiva. 

A CERCIPÓVOA integrou a comitiva de se deslocou 

a Grevesmühlen. Todos os 5 dias e o contato com 

todos os intervenientes foi muito positivo. Visitámos 

uma escola inclusiva em Grevesmühlen; tinha bons 

recursos profissionais e instalações e dava resposta a 

cerca de 65 crianças em 7 turmas; era uma resposta 

em todo igual à dada pelo Apoio Sócio-Educativo da 

CERCIPÓVOA. Tinham yoga, aulas de cozinha, piscina, 

ginástica, entre outros, além dos conteúdos dados 

em cada sala (organizados por idades). 

A possibilidade de integrar a comitiva que se deslocou 

a Grevesmühlen, permitiu observar práticas de 

intervenção junto da população com deficiência, 

que não fogem muito ao modelo praticado no nosso 

País. As diferenças verificadas por nós são a menor 

dimensão das comunidades envolventes onde estão 

inseridas as estruturas que acolhem as pessoas com 

deficiência e o maior apoio que recebem para o desenvolvimento 

da sua atividade. 

A visita das duas delegações à CERCIPÓVOA, foi uma 

oportunidade impar de mostrar o nosso trabalho 

além-fronteiras e de promoção do nosso País nas 

respostas para a pessoa com deficiência. 

Como podemos melhorar as práticas de inclusão 

em Portugal: 

•• 

Melhorar a deteção e intervenção precoces. 

•• 

Melhorar os apoios especializados nos jardinsde-infância 

e escolas do sistema regular de 

educação, com inclusão efetiva nas turmas e permanência 

o mais alargada possível nas mesmas. 

Participação das crianças com deficiência em 

todas as atividades da escola numa filosofia de 

inclusão e considerando as características, capacidades 

e vontades de cada um. 

•• 

Alargar a criação de Centros de Atividades Ocupacionais 

de modo a cobrir as necessidades dos 

jovens adultos com deficiência. 

•• 

Sensibilizar as empresas para empregar adultos 

com deficiência, para tarefas de acordo com as 

suas capacidades, aproveitando os incentivos 

fiscais que a legislação portuguesa oferece. 

•• 

Aprofundar programas de terapias várias (música, 

desporto, expressões plásticas, etc.) destinadas a 

apoiar as instituições destas áreas. 

•• 

Realizar ações de sensibilização e formação para 

o aprofundamento de atitudes cívicas de aceitação 

da diferença, junto das comunidades. 

•• 

Apoiar as famílias, enquanto cuidadoras, garantindo 

que as pessoas com deficiência tenham o 

seu papel nas estruturas familiares. 

•• 

Garantir as condições para a autonomia das 

pessoas com deficiência. (habitação, residências, 

residências assistidas). 

A participação de Loures no projeto In-Town revelou-se 

como uma oportunidade de conhecermos as 

melhores práticas de inclusão das pessoas com deficiência, 

nas cidades parceiras. 

Desde a Hungria à Polónia, passando pela Suécia e 

terminando na Alemanha, o denominador comum 

às práticas observadas, é o enorme respeito pelas 

características de cada pessoa com deficiência na 

procura de potenciar as suas capacidades. O desporto, 

a música, as artes, são bons meios de integração 

conforme podemos todos observar e partilhar neste 

projeto. 

Por isso, nas escolas, nas associações, nos locais de 

trabalho protegido, na comunidade em geral, de 

cada uma das cidades participantes, observámos 

práticas diferentes de trabalhar a inclusão. Essa observação 

permitiu aproveitar o que aí melhor se faz 

para assim podermos replicar nas nossas cidades e 

corrigir o que havia para corrigir. 

O projeto In-Town contribuiu para que a sociedade 

que construímos todos os dias possa ser mais justa 

e equilibrada, pois olha cada individuo como uma 

pessoa cuja participação é indispensável à comunidade 

da qual faz parte. 

Cooperação no futuro: 

•• 

Aprofundamento das práticas de inclusão de 

deficientes; 

•• 

Práticas alargadas à inclusão de outras minorias, 

nomeadamente imigrantes; 

•• 

Questões relacionadas com eficiência energética 

e energias renováveis. 

54 

55

Grzmiaca 

The area - 204 km²/ Inhabitants – 5200/ the number 

of villages - 18 

Municipality Grzmiąca is located 

in the central-eastern part of the 

West Pomeranian, in the district 

Szczecinek. 

The municipality is a typical agricultural 

area with a clean environment, a large forest 

area and the proximity to the river Parsęta. These are 

conducive to develop tourism and agro-tourism. 

Natural terrain, location and landscape values allow 

for active leisure time in the form of walking, hiking 

and cycling. 

A large number of forests (over 40% of the commune) 

encourage especially mushroom gatherers 

and other undergrowth (blueberries, cranberries, 

herbs) and the hunters and wildlife observers. 

In the commune there are natural monuments. The 

most important is the oak in Kamionka with a height 

of 15 meters and a circumference of 730 cm. Oak is 

the second in terms of the thickness of a tree in the 

district Szczecinek (according to some sources in the 

province West Pomeranian). 

Best Practice of Inclusion: 

“Inclusion in education” 

Special school and educational centre in Szczecinek 

We are an open, dynamic and integrated institution 

of special education for children and youth with intellectual 

disabilities. We support children and youth 

with disabilities in their aspiration for independence. 

The centre consists: 

•• 

the primary school for pupils with mental disabilities 

•• 

the secondary school for pupils with lighter intellectual 

disabilities 

•• 

the secondary school for pupils with severe disabilities 

and also for pupils with multiple disabilities 

the vocational school 

•• 

rehabilitation and education teams for pupils 

with severe mental disabilities 

•• 

educational groups for pupils getting their compulsory 

education outside their place of residence 

in the boarding school 

Children and young people are admitted in our institution 

on the basis of a medical report. We also offer 

the children a patient-therapeutic care. We have professional, 

qualified and creative staff and offer a variety 

of therapies, methods and materials and a very 

friendly atmosphere. 

The lessons are held in colourful and sunny classrooms, 

professionally equipped and adapted to the 

needs of people with disabilities. We offer the children 

the following forms of treatment: 

the speech therapy 

EGG biofeedback 

Individual rehabilitation 

Dog assisted therapy 

•• 

sensory integration 

In our centre there are 179 pupils, 50 of witch live in 

a boarding house. The youth living outside the town 

are brought daily to the centre and taken back home 

after the lessons by small buses. 

Our pupils take part in a variety of artistic initiatives. 

The art therapy that is often used in the classroom 

has therapeutic goals. They help the children to 

improve their artistic skills and craftsmanship. This 

kind of lesson gives them the opportunity to express 

themselves without the need to speak or write. Such 

techniques as drawing or painting enable people 

with disabilities to better communicate with their 

environment encourage self-esteem, free their sensitive 

and help to change undesirable or aggressive 

behaviour. We also offer our children the therapy 

trough dancing and singing. The children also learn 

to photograph, as well a variety of techniques to create 

Christmas decorations, woodwork and sewing. 

In a number of events our pupils sing, recite poetry 

and perform theatrical pieces. 

56 

57

In the movie and in the pictures we can see how our 

student make Christmas decorations using the decoupage 

method, learn to use felt, wool and paints 

and decorate paper eggs with loose materials. We 

can also see the theatrical performances in witch our 

children took part, and an orchestra performance 

where Children used newspapers as an instrument. 

The pictures can show you how much fun and joy 

the children become from the various forms of artistic 

expressions. 

there’s never too much knowledge and experience. 

That is why; beside the existing differences between 

us we declare our active cooperation, the willingness 

of the further cooperation to be able to develop new 

effective methods to help people with disabilities in 

our communities. We are open to any proposal that 

could help our cooperation to achieve the best results. 

Statements of the Grzmiaca Team to the In-Town 

Project 

To sum up our joint project that is unfortunately 

coming to its end I would like to thank our friends 

from Ahrensbök and Grevesmühlen for giving us an 

opportunity to take part in this project. From our 

friends from Germany, Hungary, Sweden and Portugal 

we had a possibility to learn about the ways 

of dealing with a very difficult topic of care, support, 

integration and bringing the children, adults with 

disabilities and often socially excluded, back to life 

in society. We understand that there are quite big 

differences between us. Gmina Grzmiąca is a municipality 

located in the mid-Pomerania and is relatively 

small. The population is about 5300 residents. The 

Gmina is typically agricultural. The unemployment 

reaches over 25 per cent which causes that our specificity 

differs from many other municipalities in the 

quantity and quality of social problems concerning 

people with disabilities and the ways of their integration 

into local society. 

At the same time I believe that the mutual exchange 

of our experience is very important in improving the 

working methods in terms of disability and preventing 

social exclusion. As far as this field is concerned, 

58 

59

Grzmiąca 

Gmina Grzmiąca położona jest w północno-zachodniej 

części zachodniopomorskiego województwa, w 

powiecie szczecineckim. Gmina jest regionem typowo 

rolniczym z czystym środowiskiem, ogromnymi 

terenami leśnymi oraz znajduje się w pobliżu rzeki 

Parsęta. To wszystko umożliwia rozwój w regionie 

turystyki oraz agroturystyki. 

Teren naturalny, położenie oraz wartości krajobrazowe 

pozwalają aktywnie spędzać czas wolny (spacery, 

piesze wędrówki oraz jazda na rowerze). 

Duży obszar lasów (ponad 40% gminy) sprzyja grzybobraniu, 

zbieraniu jagód (borówek, żurawiny) oraz 

ziół, polowaniu oraz obserwacji dzikiej przyrody. 

W gminie znajdziemy również pomniki przyrody. 

Najważniejszy z nich to dąb z Kamionki o wysokości 

15 m oraz obwodzie 730 cm. Dąb ten jest drugim 

pod względem grubości drzewem w powiecie 

Szczecinek (według niektórych źródeł zachodniopomorskiego 

województwa). 

Powierzchnia – 204 km 2 / Liczba mieszkańców – 

5200/liczba wsi - 18 

Najlepsze praktyki integracji: 

”Integracja w edukacji” 

Szkoła specjalna oraz ośrodek edukacyjny w Szczecinku 

Jesteśmy otwartą, dynamiczną i zintegrowaną instytucją 

szkolnictwa specjalnegodla dzieci i młodzieży 

z intelektualną niepełnosprawnością. Wpieramy 

dzieci i młodzież z niepełnosprawnością w ich pragnieniu 

do samodzielności. 

W skład ośrodka wchodzą: 

•• 

szkoła podstawowa dla uczniów z niepełnosprawnością 

umysłową 

•• 

szkoła średnia dla uczniów z niepełnosprawnością 

umysłowąo mniejszym stopniu 

•• 

szkoła średnia dla uczniów z niepełnosprawnością 

zaawansowaną, a także też dla uczniów z 

szkoła zawodowa 

•• 

zespoły kształcenia oraz rehabilitacji uczniów z 

niepełnosprawnością sprzężoną 

•• 

grupy edukacyjne dla uczniów otrzymujących 

wykształcenie obowiązkowe poza miejscem zamieszkania 

w internacie 

Dzieci oraz młodzi ludzie są przyjmowane w naszej 

instytucji na podstawie raportu medycznego. Oferujemy 

dzieciom również cierpliwą opiekę terapeutyczną. 

Mamy profesjonalny, dyplomowany, twórczy 

personel, oferujemy rozmaitość terapii, metod i materiałów 

oraz bardzo przyjazną atmosferę. 

Zajęciaodbywają się w jaskrawych i słonecznych klasach, 

wyposażonych w profesjonalny sprzęt oraz dostosowanych 

do potrzeb ludzi niepełnosprawnych. 

Nadajemy dzieciom następujące formy leczenia: 

Terapia logopedyczna 

Biologiczne sprzężenie zwrotne EGG 

Indywidualna rehabilitacja 

Terapia z udziałem psa 

•• 

Integracja sensoryczna 

W naszym ośrodku przebywa179 uczniów, z których 

50 mieszka w pensjonacie. Młodzież, zamieszkująca 

poza miastem jest dowożona codziennie do ośrodka 

oraz po lekcjach małymi busami zabierana z powrotem. 

Nasi uczniowie biorą udział w różnych artystycznych 

przedsięwzięciach. Terapia artystyczna, jaka jest dość 

często używana w klasie ma cele terapeutyczne. Pomaga 

dzieciom ulepszyć ich uzdolnienia artystyczne 

oraz plastyczne. Ten rodzaj zajęć daje im okazję, aby 

wyrazić siebie bez potrzeby mówienia czy pisania. 

Zajęcia, takie jak rysowanie albo malarstwo pozwalają 

ludziom z niepełnosprawnością lepiej komunikować 

się z otaczającym ich środowiskiem, wzmacniają 

poczucie własnej wartości, uwalniają ich wrażliwość 

oraz pomagają zmienić niepożądane albo agresywne 

zachowanie. Oferujemy także naszym dzieciom 

udziałw terapii tańca i śpiewu. Dzieci uczą się również 

fotografować, oswajają szycie, rozmaite techniki 

tworzenia ozdób Bożenarodzeniowych oraz wyrobów 

z drewna. Podczas wielu przedstawień nasi 

uczniowie śpiewają, recytują poezję i przedstawiają 

występy teatralne. 

Film oraz zdjęcia pokazują jak nasz uczeń tworzy 

ozdoby Bożenarodzeniowe używając metody decoupage, 

uczy się używać filcu, wełny i farby do ozdoby 

jaj papierowych przeróżnymi materiałami. Możemy 

też zobaczyć przedstawienia teatralne, w których 

nasze dzieci wzięły udział oraz wystąpienie orkiestry 

, gdzie dzieci użyły gazet jak instrumentu. Zdjęcia 

ukazują, ile zabawy i radości dzieci czerpią od różnych 

form ekspresji artystycznej. 

Oświadczenia Zespołu Grzmiąca odnośnie projektu 

W podsumowaniu kończącego się wspólnego projektu 

chcę serdecznie podziękować przyjaciołom 

z Ahrensbök i Grevesmühlen za umożliwienie nam 

udziału w tym projekcie. Mieliśmy okazję zapoznać 

się z doświadczeniami przyjaciół z Niemiec, Węgier, 

Szwecji i Portugalii w sposobach radzenia sobie w 

bardzo trudnym temacie opieki, pomocy, integracji , 

przywróceniu do życia w społeczeństwie dzieci, ludzi 

dorosłych dotkniętych niepełnosprawnością a często 

społecznym wykluczeniem. Proszę zrozumieć, że 

miedzy nami są dosyć duże różnice. Gmina Grzmiąca 

jest gminą położoną na środkowym Pomorzu 

stosunkowo małą- liczy około 5300 mieszkańców, 

typowo rolniczą z dużym ponad 25% bezrobociem 

co powoduje, że ta nasza specyfika stanowi różnicę 

ilości i jakości problemów społecznych dotyczących 

osób niepełnosprawnych i sposobów ich integracji 

w lokalnym społeczeństwie. 

Natomiast wzajemna wymiana naszych doświadczeń 

jest bardzo ważna w doskonaleniu metod postępowania 

w zakresie niepełnosprawności i zapobieganiu 

społecznemu wykluczeniu. W tej sprawie 

nauki, doświadczenia i wiedzy nigdy nie jest za dużo. 

Dlatego mimo istniejących między nami różnic deklarujemy 

naszą aktywną współpracę, chęć dalszego 

współdziałania i wypracowywania nowych skutecznych 

metod pomocy ludziom niepełnosprawnym 

w naszych gminach. Jesteśmy otwarci na wszelkie 

propozycję by nasza współpraca dawała najlepsze 

rezultaty. 

60 

61

Ahrensbök 

Ahrensbök is part of the district 

of Ostholstein. With 8,400 inhabitants 

.Due to its historical 

development it has been the 

economic centre of a bigger rural 

area live in Ahrensbök. 

The municipality is surrounded by forests and fields. 

The surrounding towns Eutin (in the north of Ahrensbök), 

the city of Lübeck (in the south) and the town 

of Bad Segeberg (in the west) are easily reachable by 

car within 15 minutes, as well as the municipality of 

Scharbeutz at the coast of the Baltic Sea. 

Ahrensbök is twinned with the following municipalities/towns: 

St. Savinien (France) (1991) 

Grzmiaca/Gramenz (Poland) (1992) 

•• 

Grevesmühlen (German State of Mecklenburg-Vorpommern) 

(1990) 

These national and international relations provide 

active cultural exchange between the municipalities. 

Still, those multicultural efforts of Ahrensbök have 

been successfully implemented, supported by the 

extraordinary work of the local associations for (inter-)national 

relations, other clubs, associations and 

societies as well as the local fire brigades that contribute 

to cultural understanding. 

Ahrensbök was awarded the “Europadiplom”, in 

1995, and the “Europafahne” (European flag), in 

1998, both important steps of the “Europapreis” (i.e. 

Europe Prize, an award of the Committee of Ministers 

of the Council of Europe). In this context the international 

effort about the European Union and the 

effort in cultural understanding of the municipality 

of Ahrensbök was honoured in an excellent way. 


“Inclusion in the area of education” 

The “Arnesboken-Schule” is an inclusive school, 

which means that all children/students are being 

educated in the same class (es), irrespective of their 

qualification or precondition. In our municipality the 

children/students are educated inclusively in the 

“Arnesboken-Schule” (Gemeinschaftsschule = comprehensive 

school), Haus für Jugend und Familie 

(after-school-care) and in the Kindergarten. In that 

way, the children are integrated in collective social 

life from nursery age on. 

•• 

Projects in schools about the topic of inclusion, 

e.g. “Barrier-Free School” (IQSH) 

•• 

Guided tours and workshops at “Dialog im Dunkeln” 

(=“Dialogue in the Dark“, a project to let 

sighted people feel the world of visually impaired 

people) / ”Dialog im Stillen” (=”Dialogue in Quietness”, 

…the same concept from the point of view 

of hearing impaired people) 

•• 

Social behaviour/social conduct within school 

classes: “Learning Rules” 

Our students are being taught that everybody is 

different, that these differences are enriching and 

that every student has his/her own weaknesses and 

strengths 

Following the concept of inclusion, all students are 

educated within the same school classes 

Consultations, arrangements and exchange of teacher 

colleagues with the specially trained colleagues 

for students with special needs are an important 

part of inclusion and of the concept of prevention 

(of behaviour or learning problems) 

The following studying techniques and choices for 

learning are offered in order to consider the different 

learning preconditions and the different individual 

paces of learning: 

•• 

Individual (interdisciplinary) work plans/routing 

for students 

•• 

Teaching aids (e.g. card index, register boxes) 

Social learning 

The concept of inclusion is also connected to children 

with social and emotional difficulties. Support 

is being given by: 

•• 

School enrolment (with much positive ceremony) 

at grade/year 5 and grade/year 1, school festivals, 

sport festivals 

•• 

Project weeks, class trips, “Lernen am anderen 

Ort” (i.e. the concept of learning at various places 

outside school, e.g. at museums, within visits of 

factories, by building/doing things together as a 

class in the forest, class trips etc.) 

•• 

Compliance to class rules and school rules builds 

up mutual respect 

•• 

Counselling of elementary school teachers by 

specially-trained teachers for students with special 

needs and by school social workers 

•• 

Establishing the concept of “Trainingsraum” 

(=training room), which gives socially and/or 

emotionally challenged students the chance to 

have a timeout and to work outside the classroom 

with the help of the school social worker 

when the situation in a school lesson gets critical 

Additional support 

Extra support in reading and mathematics 

•• 

German as a second language (=”DaZ”) for children 

whose mother-tongue is not German 

•• 

Support LRS (=dyslexia) 

The extent of the measures, listed above, depends 

on the human resources of the school teaching and 

supporting staff. In exceptional cases single support 

62 

63

measures can be cancelled. However, the support 

for dyslexia and lessons of German as a second language 

will be given. 

The “Arnesboken-Schule” is a school with full-day 

program, the after-school program being operated 

by the “Offene Ganztagsschule” where children 

can be taken care of from 7am to 5pm. Homework 

tutoring and various courses take place within the 

opening hours (beginning with lunch and continuing 

throughout the afternoon). 

Support/assistance/methods at the secondary 

school level of the Arnesboken-Schule: 

Diversity/plurality of teaching methods 

•• 

Team teaching or implementing a second teacher 

as support during school lessons 

•• 

Parent-teacher conferences about each individual 

school report after the first school semester with 

every family 

•• 

Cooperation with the specially trained teachers 

of the “Förderzentrum” for students with special 

needs 

•• 

Individual “Lernplan” (i.e. individual task plan) to 

support students whose school career or school 

certificate is at risk (and for students with special 

needs a special verification/check) 

Social-pedagogic support 

•• 

Class lesson with the class teacher (without a 

curriculum related to a special subject) 

Regular training in learning methods 

•• 

Intensive vocational preparation (i.e. training for 

the world of work) 

•• 

Cooperation with local companies and businesses, 

other schools, Ausbildungszentrum (i.e. the 

local educational centre for manual work, e.g. for 

the building industry) 

Which projects, experience or institutions have 

impressed you during the In-Town Project? 

Grevesmühlen: 

•• 

Visit of the “Behindertenwerkstatt” (i.e. workshop/ 

centre for mentally/physically challenged people, 

or: workshop for people with disabilities/sheltered 

workshop) 

Hungary: 

•• 

The meeting with the winner of the Paralympics 

Gold Medal in swimming 2009 was very impressive 

and inspiring. 

•• 

The concept of hippotherapy (=equine-assisted 

therapy) was very appealing and awesome, too, 

especially the presentation of the children and 

teenagers. Furthermore, the visit to the school 

with children of all age groups and diverse disabilities 

was very emotive and overwhelming. 

Sweden: 

•• 

Visit to the site/centre for apprenticeships and 

education – especially the idea about apprenticeships 

for teenagers with cognitive and physical 

disabilities in a municipal cafeteria, integrated in 

a shopping centre 

•• 

Classrooms appropriate for children in an elementary 

school, with a small kitchen 

The low number of pupils/students per class 

•• 

The riding stable with barrier-free mount onto 

the horses 

•• 

Car-racing track with re-constructed vehicles for 

physically disabled people 

Portugal: 

•• 

Inclusive elementary school, appropriate for children, 

in Lissabon, with its affectionately furnished 

library with lounge and refugium 

•• 

Final ceremony with the overwhelming piano 

concert of a Hungarian, visually impaired boy, 

with the Portuguese inclusive children’s choir and 

the orchestras from Grevesmühlen and Portugal 

Emphasized as very special and positive: 

•• 

All In-Town encounters and meetings, the lovely, 

friendly and open atmosphere of all participants 

and the very positive contact with each other 

•• 

The very special hospitality of the various countries 

The fun in playing music together 

•• 

The elaborate planning of activities and workshops 

•• 

Getting to know the immense diversity and cultural 

richness of the European countries 

How could further improve the inclusion policy 

in your country in the future? 

Ostholstein should become a region in which all 

people – with more or less challenges, with handicaps 

and without –, people of different age, gender 

or ethnic background are welcome as citizens, 

guests and customers and are sure to participate in 

social life – in a barrier-free way. 

The project “Ostholstein für alle – bereit für Inklusion 

und Barrierefreiheit” (i.e. Ostholstein for everybody – 

ready for inclusion and barrier-free access) is pursuing 

this goal. It is about sensitising people and institutions 

for this topic and advertising that inclusion 

and barrier-free access are concerning everybody. 

We want to develop a plan, a strategy, how we can 

approach this ideal in Ahrensbök. We have extended 

our knowledge in practice by the experience we 

gained by the In-Town project. We want to try to implement 

barrier-free access and participation in all 

parts of (social) life in our municipality and community, 

as far as it is possible for us. 

Inclusion and barrier-free access have become applicable 

law by the UN-Convention of the Rights of 

Persons with Disabilities (2007/2008) and it is to be 

implemented in all social areas/ranges. 

Statement about the In-Town project 

Especially in this day and age we think it is especially 

important that we Europeans exchange international 

experience in this form, that was realized, and to 

encourage and strengthen each other. Alongside 

with the discussed topic of inclusion, getting to 

64 

65

know the people and their cultures in other countries 

are among that, as well as, respecting their 

culture, establishing ties, developing more intense 

cultural understanding for each other and even 

building friendships. 

What further topics could be exchanged within 

our twIn-Town and sister city networks? 

Further topics in the future could be “immigration”, 

“changes in the European society/societies from the 

point of view of children and teenagers”, or – very 

generally – “the topic of education”. 

The municipality of Ahrensbök hopes for all participants 

and involved people that we all will be able to 

exchange with each other and support each other 

via our newly available network. Our dialogue can 

definitely be expanded on further social topics. 

Ahrensbök 

Die Großgemeinde Ahrensbök ist mit einer Größe 

von 95,38 qkm nach den beiden kreisfreien Städten 

Kiel und Lübeck und der Stadt Fehmarn, die viertgrößte 

Flächengemeinde des Landes Schleswig - 

Holstein. 

Die zum Kreis Ostholstein gehörende Großgemeinde 

Ahrensbök ist aufgrund ihrer geschichtlichen 

Entwicklung wirtschaftlicher Mittelpunkt 

eines größeren ländlichen Bereichs (ländlicher 

Zentralort). Im Ort Ahrensbök selbst wohnt gut die 

Hälfte der gegenwärtig 8.400 Einwohner. Der Rest 

wohnt in den 19 Dorfschaften Vorwerk Ahrensbök, 

Barghorst, Böbs, Cashagen, Dakendorf, Dunkelsdorf, 

Gießelrade, Gnissau, Grebenhagen, Havekost, 

Hohenhorst, Holstendorf, Lebatz, Schwienkuhlen, 

Schwochel, Siblin, Spechserholz, Tankenrade und 

Vorwerk-Neuhof. 

Die Gemeinde ist umgeben von Wäldern und 

Feldern. Die umliegenden Städte Eutin (im Norden), 

Lübeck (im Süden) und Bad Segeberg (im Westen) 

sind mit dem Auto alle in 15 Minuten zu erreichen, 

ebenso die Ostsee (Scharbeutz). 

Die bestehenden Partnerschaften der Großgemeinde 

Ahrensbök mit den Gemeinden 

St. Savinien (Frankreich),seit 05.10.1991, 

Grzmiaca/Gramenz (Polen), seit 24.10.1992 

•• 

sowie Grevesmühlen (Mecklenburg-Vorpommern), 

seit 09.11.1990 

sorgen seit vielen Jahren für einen regen Kulturaustausch 

zwischen den Gemeinden. 

Nach wir vor sind die Bemühungen der Großgemeinde 

Ahrensbök, unterstützt von der hervorragenden 

Arbeit der Partnerschaftsvereine, den 

Vereinen und Verbänden, sowie den Feuerwehren, 

die zur Völkerverständigung dazu beitragen, über 

vielfältige Kontakte bisher erfolgreich umgesetzt 

worden. Mit der Verleihung des Europadiploms 1995 

und der Verleihung der Europafahne 1998 an die 

Gemeinde Ahrensbök wurde die bisherige Partnerschaftsarbeit 

in hervorragender Weise gewürdigt. 

Best Practice Beispiele: 

Im Schulzentrum Ahrensbök befindet seit dem Schuljahr 

2008/2009 eine Gemeinschaftsschule, in der 

die bis dahin vorhandene Grund- und Hauptschule, 

Realschule und die Förderschule zu einer Gemeinschaftsschule 

zusammengeführt wurden. So kann für 

Kinder mit Haupt- und Realschulempfehlung sowie 

gymnasial empfohlenen Kindern ein attraktives 

Bildungsangebot vorgehalten werden. Auch Kinder 

mit einem sonderpädagogischen Förderbedarf 

im Bereich Lernen werden integrativ beschult. 

Gymnasien befinden sich in den Nachbarorten Eutin 

und Bad Schwartau. 

Die Arnesbokenschule ist eine inklusive Schule, das 

heißt, alle Kinder werden unabhängig ihrer Voraussetzungen 

in einer Klasse unterrichtet. In unserer 

Gemeinde werden die Kinder und Jugendlichen in 

unseren Bildungseinrichtungen Arnesbokenschule, 

(Gemeinschaftsschule), Haus für Jugend und 

Familie, sowie den Kindergärten integrativ beschult. 

Dadurch werden sie vom Krippenalter an im gesellschaftlichen 

Leben eingebunden. 

„Inklusion im Bildungsbereich“ 

Projekte in Schulen zum Thema Inklusion, z. B. 

„Barrierefreie Schule“ (IQSH) 

Führungen und Workshops beim „Dialog im 

Dunkeln“ /„Dialog im Stillen“ 

Soziales Verhalten im Klassenverband „Regeln 

lernen“. 

Unseren Schülerinnen und Schülern wird vermittelt, 

dass es bereichernde Unterschiede zwischen ihnen 

gibt und jedes Kind seine eigenen Stärken und 

Schwächen hat. 

Im Rahmen der Inklusion werden alle Kinder im 

Klassenverband unterrichtet. 

Absprachen und Austausch zwischen den Fachkolleginnen 

und Fachkollegen und der jeweiligen 

Förderschullehrkraft sind ein wichtiger Bestandteil 

der Prävention und der Inklusion. 

Um die unterschiedlichen Lernvoraussetzungen und 

das Lerntempo der Schülerinnen und Schüler zu berücksichtigen 

gibt es folgende Lernmethoden und 

Lernangebote: 

fächerübergreifende / individuelle Arbeitspläne 

•• 

Arbeits- und Anschauungsmaterialien (z. B. Lernboxen, 

Arbeitskarteien,...) 

•• 

Einzel-, Partner- und Gruppenarbeit – unterstützt 

das Lernen miteinander und voneinander 

•• 

Helfer-Prinzip (Schülerinnen und Schüler helfen 

einander) 

•• 

differenzierende Lernerfolgskontrollen ( mit 

Rückmeldung an die Eltern) 

•• 

Zur Prävention von Rechenschwäche im Anfangsunterricht 

Mathematik, wird das Programm 

„Niemanden zurücklassen – Mathe macht stark“ 

durchgeführt. 

Soziales Lernen 

Inklusion bezieht sich auch auf Kinder mit sozialen 

und emotionalen Schwierigkeiten. 

Förderung dessen durch: Projektwochen, Einschulungsfeier, 

Schulfesten, Sportfesten, Klassenfahrten, 

Lernen am anderen Ort, etc. 

Die Einhaltung von Klassen- und Schulregeln stellt 

gegenseitigen Respekt her. 

66 

67

Beratung der Lehrkräfte der Grundschule durch 

Lehrkräfte des Förderzentrums und der Schulsozialarbeit. 

Angebot des Trainingsraumes für Kinder mit sozialen 

und emotionalen Auffälligkeiten in kritischen Unterrichtssituationen 

von der Schulsozialarbeiterin. 

Ergänzende Förderung Klasse 1-2 

Lese- und Mathematikförderung 

•• 

DaZ Klasse für die Kinder nichtdeutscher Erstsprache 

Förderung LRS (Lese-Rechtschreib-Schwäche) 

•• 

Lese- und Mathematikförderung 

Der Umfang der beschriebenen Maßnahmen 

hängt, mit Ausnahme der Förderung LRS und des 

DaZ-Unterrichts, von der personellen Versorgung 

der Schule ab. In Ausnahmefällen können einzelne 

Fördermaßnahmen komplett entfallen. 

Die Arnesbokenschule ist eine offene Ganztagsschule 

mit der Möglichkeit, Kinder von 7:00 Uhr bis 

17:00 Uhr betreuen zu lassen. In den Betreuungszeiten 

finden Kurse und Angebote zur Hausaufgabenhilfe 

statt. 

Die Förderung in der Sekundarstufe geschieht durch 

folgende Maßnahmen: 

Methodenvielfalt 

Doppelbesetzungen 

Zeugnisgespräche zum Halbjahr 

Zusammenarbeit mit Förderzentrum 

•• 

Lernpläne bei gefährdetem Hauptschulabschluss, 

ggf. sonderpädagogische 

Überprüfung 

Sozialpädagogische Betreuung 

Klassenlehrerstunde 

Regelmäßiges Methodentraining 

Intensive Berufsvorbereitung 

•• 

Kooperation mit Betrieben, Schulen, Ausbildungszentrum 

z. B. Bauindustrie... 

Beratung und Unterstützung bekommen wir von: 

•• 

Landesförderzentrum Hören und Sprache und 

Landesförderzentrum Sehen 

•• 

Förderzentrum Kastanienhof – Schule für 

Motorische Entwicklung 

•• 

Förderzentrum Schule am Papenmoor mit 

Schwerpunkt geistige Entwicklung 

Welche Projekte, Erfahrungen, Institutionen 

oder Einrichtungen haben Euch während des 

In-Town Projektes besonders beeindruckt. 

Grevesmühlen: 

Besuch der Behindertenwerkstatt und der hiermit 

unterhaltenen Produktionsstätte, 

Wir waren sehr beeindruckt über den Besuch dieser 

Werkstatt, die Menschen mit Behinderungen in 

Grevesmühlen einsetzt. Wir haben gesehen, wie 

wohl sie sich fühlen. Wir hatten Gelegenheit mit 

ihnen zu sprechen und dabei festgestellt, dass sie 

alle mit Freude bei der Sache waren. 

Nagymaros: 

Die Begegnung mit dem Gewinner der Goldmedaille 

im Schwimmen der Paraolympiade 2009 war beeindruckend. 

Hippotherapie mit anschließender Vorführung der 

Kinder und Jugendlichen hat uns ebenfalls sehr angesprochen. 

Das gilt auch für den Besuch der Schule mit Kindern 

aller Altersgruppen und unterschiedlichen Behinderungen. 

Laxå: 

Der Besuch der Ausbildungswerke – besonders, die 

Idee des Ausbildungsplatzes für Jugendliche mit 

Behinderungen in einer städtischen Cafeteria, eingebunden 

in einem Einkaufszentrum, Kindgerechte 

Klassenräume mit Kleinküchen in einer Grundschule 

und die niedrigen Schülerzahlen einer Klasse, der 

Reitstall mit dem barrierefreien Aufstieg auf Pferde, 

Autorennbahn mit den umgebauten Fahrzeugen für 

Menschen mit Behinderungen, waren für uns neu, 

sehr beeindruckend, kreativ und vorbildlich. 

Loures: 

Die kindgerechte, inklusive Grundschule in Lissabon, 

mit der liebevoll eingerichteten Schulbücherei mit 

Sitzecken und Rückzugsmöglichkeiten, hat uns sehr 

angesprochen. 

Die Abschlussveranstaltung mit dem Klavierkonzert 

eines ungarischen, blinden Jungen, des 

portu giesischen inklusiven Kinderchors, und den 

Orchestern aus Grevesmühlen und Portugal hat uns 

sehr berührt. 

Als besonders hervorzuheben: 

Alle In-Town Begegnungen, die liebevolle, freundliche 

und offene Atmosphäre aller Teilnehmer und 

der Umgang miteinander. Die besondere Gastfreundlichkeit 

der unterschiedlichen Länder, Freude 

am gemeinsamen Musizieren, die durchdachte 

Planung der Aktivitäten und Workshops. Vielfalt und 

Reichtum der europäischen Länder kennenzulernen. 

Wie könntet Ihr in Zukunft die Inklusionspolitik 

in Eurem Land weiter verbessern 

Ostholstein soll eine Region werden, in der alle 

Menschen mit und ohne Behinderung, unterschiedlichen 

Alters, Geschlechts oder ethnischen 

Hintergrunds als Bürger und Bürgerinnen, Gäste 

oder Kundinnen und Kunden willkommen sind und 

selbstverständlich ohne Barrieren am gesellschaftlichen 

Leben teilhaben können. 

Dies ist das Ziel, welches das Projekt „Ostholstein für 

alle – bereit für Inklusion und Barrierefreiheit“ verfolgt. 

Es geht darum, für das Thema zu sensibilisieren 

und dafür zu werben, dass Inklusion und Barrierefreiheit 

uns alle angehen. Wir wollen eine Strategie, 

einen Plan entwickeln, wie wir uns in Ahrensbök 

diesem Ideal nähern können. Aus den über das 

In-Town Projekt gemachten Erfahrungen haben wir 

in der Praxis dazugelernt und wollen versuchen, 

Barrierefreiheit und Teilhabe in allen Lebensbereichen 

unserer Kommune umzusetzen, soweit 

uns dies möglich ist 

Durch die UN-Konvention über die Rechte von 

Menschen mit Behinderung sind Inklusion und 

Barrierefreiheit zu geltendem Recht in Deutschland 

geworden, welches es in allen gesellschaftlichen Bereichen 

umzusetzen gilt. 

Kurzes Statement zum In-Town Projekt 

Gerade in der heutigen Zeit finden wir es besonders 

wichtig, dass wir Europäer uns der durchgeführten 

Form internationale Erfahrungen austauschen und 

gegenseitig stärken. 

Hierzu zählt neben dem jetzt behandelten Thema 

Inklusion auch die Menschen und deren Kulturen 

in anderen Ländern kennenzulernen und sie zu 

respektieren, Kontakte zu knüpfen, Verständnis 

füreinander zu entwickeln und Freundschaft zu 

schließen. Wir haben viele neue Erfahrungen gesammelt 

und dazugelernt und werden das unsere 

tun, das erlebte in den Netzwerken unserer Region 

weiterzugeben. 

Zu welchen weiteren Themen können wir uns 

im Rahmen des städtepartnerschaftlichen Netzwerkes 

austauschen. 

Weitere Themen für die Zukunft könnten Immigration, 

Veränderungen in der europäischen Gesellschaft 

aus der Sicht von Kindern und Jugendlichen 

oder ganz allgemein das Thema Bildung sein. 

Die Gemeinde Ahrensbök wünscht allen Beteiligten, 

dass sie in der Zukunft sich über die jetzt vorhandene 

gute Vernetzung weiter austauschen und gegenseitig 

fördern. Dieser Dialog kann auch durchaus 

auf weitere gesellschaftliche Themen ausgeweitet 

werden. 

68 

69

PARTNER OF THE NETWORK 

In-Town: 

www.In-Town.eu 

•• 

In-Town auf Facebook 

https://www.facebook.com/intown.eu/ 

•• 

EU- Kommission 

https://eacea.ec.europa.e 

Grevesmühlen 

•• 

Grevesmühlen Verwaltungsgemeinschaft 

www.grevesmuehlen.de 

•• 

Behindertenverband Grevesmühlen e.V. 

http://www.behindertenverband-gvm.de 

•• 

Behinderten- und Rehasportverein Grevesmühlen 

e.V. 

http://www.vbrs-mv.de/ 

•• 

Diakoniewerk im nördlichen Mecklenburg 

gGmbH 

http://www.diakoniewerk-gvm.de 

•• 

Sportverein Blau-Weiß Grevesmühlen 

http://www.blau-weiss-gvm.de 

•• 

Filmstudio Grevesmühlen 

www.grevesmuehlen-tv.de 

•• 

In-Town Botschafter 

Benny Andersson 

https://www.facebook.com/Bennys-journeythrough-Europe-869132476497062/ 

Ahrensbök 

•• 

Gemeinde Ahrensbök 

www.ahrensboek.de 

•• 

Lebenshilfe Ostholstein 

www.lebenshilfe-ostholstein.de 

•• 

Deutscher Kinderschutzbund, 

Kreisverband Ostholstein 

www.kinderschutzbund-oh.de 

•• 

Kreis Ostholstein 

www.kreis-oh.de 

•• 

Landesförderzentrum Hören und Sprache und 

Landesförder-Zentrum Sehen 

www.lfzhoeren-schleswig.de 

•• 

Förderzentrum Kastanienhof – Schule für 

Motorische Entwicklung 

www.foerderzentrum-kastanienhof.de 

Loures 

•• 

Camara Loures 

www.cm-loures.pt 

•• 

Agrupamento de Escolas de São João da Talha 

www.esec-acf.pt 

•• 

Agrupamento de Escolas Eduardo Gageiro 

www.aeeg.pt 

•• 

Agrupamento de Escolas de Catujal – Unhos 

http://www.aecu.pt/ 

•• 

Escola Secundária José Afonso 

http://www.esjaloures.org/ 

•• 

Agrupamento de Escolas da Apelação 

http://www.eapelacao.pt/joomla343/ 

•• 

Escola Secundária de Camarate 

www.escamarate.pt 

•• 

Agrupamento de Escolas de Santa Iria de Azóia 

https://www.facebook.com/media/set/?set=a.86 

7099250053136.1073741834.567578170005247 

&type=3 

•• 

Agrupamento de Escolas de Portela e Moscavide 

http://agepm.pt/ 

•• 

Creacil 

http://creacilblog.blogspot.pt/ 

•• 

Cercipóvoa 

https://www.facebook.com/cercipovoa.ipss/ 

posts/1046243838739465 

http://cercipovoa.pt/ 

•• 

Gesloures 

http://www.gesloures.pt/Default.aspx 

http://local.pt/portugal/loures-promoveiniciativas-In-Town-por-uma-europa-inclusiva/ 

http://www.descla.com.pt/agenda-cultural/ 

outros/loures-promove-iniciativas-In-Town-poruma-europa-inclusiva%E2%80%8F 

http://www.cm-loures.pt/Conteudo. 

aspx?DisplayId=1352 

http://www.metronews.com.pt/2015/10/28/ 

loures-promove-iniciativas-In-Town-por-umaeuropa-inclusiva/ 

In-Town.eu 

Laxå 

•• 

The Municipality of Laxå 

www.Laxå.se 

•• 

FUB= an organization working for children, 

adolescents with developmental disabilities to 

live a good life 

www.fub.se 

•• 

Culture room ANIARA, an activity in which young 

adults through creative expression gets the 

opportunity to develop and show that you can 

be something. ANIARA included in ESF project 

transit. 

www.s-activa.se/aniara 

•• 

Association for a society without mobility 

impairments 

www.dhr.se 

•• 

Folkrace-KFMK (Folkrace, rallydriving) 

www.123minsida.se 

•• 

Graffitipainting 

http://artkod.se/ 

•• 

Robomemo at Centralskolan in Laxå 

www.lars.johansson@skola.Laxå.se 

•• 

Aphasia connection 

http://www.afasi.se/afasiforbundet/ 

lansforeningar/orebro 

•• 

Alléskolan I Hallsberg – upper secondary school 

http://www.sydnarkeutbildningar.se 

•• 

Agency collaboration Rehabilitation for work 

http://www.finsamorebrolan.se 

Nagymaros: 

•• 

Nagymaros 

www.nagymaros.hu 

•• 

Kittenberger Kálmán Primary and Art School of 

Nagymaros 

http://nagymarosiiskola.hu/ 

•• 

Vác’s Diocese Home Care Service and Support of 

Nagymaros 

http://sematizmus.vaciegyhazmegye.hu/testulet. 

php?id=308 

••„Mosoly” Child Welfare and Family Services, 

Family Daycare, Nagymaros 

http://www.nagymaros.hu/intezmenyek/ 

gyermekjoleti-es-csaladsegit-szolgalat 

•• 

Special Education Service Institutions of Szob 

http://www.nagymaros.hu/intezmenyek/ 

pest-megyei-pedagogiai-szakszolgalat-szobitagintezmenye 

• 

• Cházár András Special Education Methodology 

Institute, College and Children’s Home Vác 

http://www.chazar.hu/ 

•• 

Vakoda (special name of school of blinds) 

http://www.vakisk.hu/ 

•• 

Sigil Gallery and Cafe, Nagymaros 

https://hu-hu.facebook.com/SIGILgaleria 

••„Táltos”Horse Farm, Nagymaros 

https://hu-hu.facebook.com/meszaros.szilvia 

•• 

Basketball team of Budapest 

Swimming pool of Vác 

•• 

Tourist Information Office, Vác 

http://www.tourinformvac.hu/ 

Grzmiaca 

•• 

Gemeinde Grzmiaca 

www.grzmiaca.pl 

•• 

SOSW Szcecinek 

www.sosw-swiatki.pl 

IMPRINT 

Editor: 

Stadt Grevesmühlen 

Rathausplatz 1, 23936 Grevesmühlen 

Tel.: 03881-7230, Fax.: 03881-723111 

www.grevesmuehlen.de 

info@grevesmuehlen.de 

Contakt: 

Gleichstellungsbeauftragte 

Dorina Reschke 

Tel.: 03881-723142 

gsb@grevesmuehlen.de 

Photo evidence: 

Stadt Grevesmühlen, Benny Andersson, 

Michael Prochnow, Pixaby 

Production: 

Meusel Marketing & Werbung 

70 

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