| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.23 MB | Adobe PDF | |||
| 1.74 KB | Text |
Advisor(s)
Abstract(s)
This handbook is the product of collaboration within the “FRIEND-SHIP—Improving Students’ Social Participation in Primary and Secondary Schools Across Europe” Project, funded by the European Commission—Erasmus+ Programme, Project No.: 2019-1-AT01-KA201-05 1226.
One of the main outputs of this Project consisted of the development of the FRIEND-SHIP
Program, a school-based intervention aimed at improving social participation of all students
between 8 and 11 years of age.
The FRIEND-SHIP Program is intended to be implemented by teachers and consists of 12
sessions, each with the duration of 45–60 minutes, implemented twice a week over six weeks.
The activities that comprise this program are essentially experiential. Students are invited to
take an active and involved role by participating in group activities, role-playing, social stories,
arts, and physical activities.
The main purpose of this handbook is to support teachers in implementing the FRIEND-SHIP
program with their classes.
This handbook is divided in three parts:
• CHAPTERS 1, 2 and 3 cover background information about social participation and
inclusion, as well as the description of the target audience of this handbook and
the digital tool for evaluating the FRIEND-SHIP Program effects.
• CHAPTER 4 covers the FRIEND-SHIP Intervention Program, including guiding
principles, aims, and detailed descriptions of sessions.
• CHAPTER 5 covers the information gathered with the implementation of the
FRIEND-SHIP Intervention Program throughout the Project life.
Description
Keywords
Primary School Secondary School Social participation Inclusion FRIEND-SHIP Program
Citation
Aroni, K., Toulia, A., Alves, S., Hassani, S., Heidrich, F., Franzen, K., Görel, G., Löper, M. F., Aguiar, T., Silveira- Maia, M., Sanches-Ferreira, M. , Hellmich, F., Schwab, S., & Avramidis, E. FRIEND-SHIP Intervention Program - the Handbook. Porto Polytechnic. https://doi.org/10.26537/20564