Comenius Projects


Comenius: Lifelong Learning Programme 2013-2015

Thevibacee school has been an active member of two cross-european Comenius partnerships;

  1. EVIBACE: Evidence Based Conductive Practice – Towards Whole School Improvement

Whole school improvement is a demand and challenge to the development and management of schools in general and of special educational needs schools in particular. Integrating research results & activities in the educational field is still in its early stages. Inspired by examples of Evidence Based Educational Practice in the international context, mainly in the US and Australia, this partnership exchanged experiences, shared expertise, and worked to develop strategies and define first steps for efficient assessment practices and research activities, and their integration into every day to day practice within Conductive Practice.

During a two year partnership seven partner organisations from six countries agreed to start sustainable long term co-operation in the field of Evidence Based Conductive Practice. This will result in both pupils and educators benefitting from a continuously developing high quality educational approach.


The handbookshared treasure of this project was to produce a handbook offering an insight into the experiences of the consortium partners in selecting and using various classification tools and standardised outcome measures to develop objective reporting systems to improve the quality of professional practice, provide professional recognition and increase funding opportunities for Conductive practice.

For further information contact Lynda Shaw,

Lead Occupational Therapist/ Assistant Headteacher: CE department.

Or see web link to


The Handbook created by the consortium of partners.

  1. Communicate and Participate – Empowerment of children with disabilities through Augmentative and Alternative Communication.



About the Project: According to the UN Convention on the Rights of Persons with Disabilities children with special needs have the right to participate in social life; one of the most important tools for participation is communication. However children with disabilities often are not able to communicate with expressive speech, so they need special support: Augmentative and Alternative Communication (=AAC). This provides various systems and devices, which enables people to communicate in their individual way.
In a two years partnership of six partner schools/organisations from five different countries, who all deal with children with special needs, exchanged experience, compared methods and systems, identified problems and found practical solutions.

The results of our two year project is a website ( with outcomes of the partnership displayed and an open invitation to anybody wishing to contact

This project has given Percy Hedley School  Therapists the opportunity to share our expertise with institutions and organisations who might have less knowledge and experience within the field of AAC. Having the privilege to observe other therapists and teachers work has impacted on our own practise, given us valid new ideas and approaches and raised standards.

For further information contact Christine McGuigan, Head Therapist, Education Services.

Or see our website