The original renewable energy directive (2009/28/EC) established an overall policy for production and promotion of energy from renewable sources across EU state members. The set targets demand that, by 20920, at least 20% of the total amount of energy needs will be provided with renewables. This ambitious target is to be achieved through the attainment of individual national goals, so that all European Union member states must also ensure that minimum 10% of their transport fuels have renewable sources origins by 2020. In light of the EU framework, we set up this Erasmus+ project to raise students’ consciousness related to the need to expand the use of energy obtained from non-polluting sources, which is estimated to increase, according to the data provided in the same revised Renewable Energy Directive. Our main goal is to acquire a comprehensive knowledge of the way the sources of energy are employed, experiment the production of renewable energy while applying STEM and project based learning methods so as to acknowledge both the advantages and disadvantages of all types of energy sources. Additionally, the project will create the context for applying critical and creative thinking, research and analyses of project topic, which will result in a range of quality joint concrete products obtained within the project period. OBJECTIVES O1 to raise students’ apprehension of scientific concepts and mechanisms applied in producing alternative energy O2 to enhance participants’ level of consciousness in regard to usage of alternative energy O3 to develop the acquisition of competences and skills through cross-curricular projects in STEM field O4 to boost communication and team work skills at the level of participants’ students and teachers O5 to foster students’ employability through upgrading of soft skills O6 to facilitate the mutually beneficial exchange and transfer of school practices in project areas across Europe O7 to increase intercultural awareness and promotion of European active citizenship that comply with EU policies PARTICIPANTS The target group of students will be formed of students aged 15-18, we estimate approximately 400 students in all partner organisations will take part in activities and benefit from results. We will select 96 students at partnership level (24/partner) to attend LTTAs, accompanied by 2 teachers/LTTA. They will form the active group throughout the whole project duration, attend preparatory sessions before scheduled LTTAs, prepare materials for exchanges, familiarize with the topic. Additionally, they will interact with foreign peers on twin space and further on during exchanges. Each organization will form teams of minimum 6 teachers/partner who will take on specific duties, responsibilities and activate in subjects related to the project topics. Other teachers who teach project subjects in organization will coordinate students’ activities, parents will take part in LTTA preparatory activities, dissemination events, provide accommodation for foreign students. ACTIVITIES AND METHODOLOGY We will organise 5 LTTAs, one short-term joint staff training event and 4 exchanges for groups of pupils, hosted in each partner organisation. Each group of participants in exchanges will comprise 6 students accompanied by 2 teachers/per partner organization and 3 teachers/ partner will attend the training event. The planned LTTA will address specific topics listed below: C1 Traditional versus alternative energy C2 Solar Energy C3 Wind Energy C4 Water energy C5 Sustainable energy- creating smart urban models for the future RESULTS We envisage that the project will produce various intangible and tangible results. Intangible results expected are: positive attitudes, knowledge, skills, enhanced environmental awareness, raised active engagement and citizenship, good practice academic exchange. Tangible results expected are: evaluation forms, feedback forms, observation sheets, topic presentations and reports, posters, testimonies, students’ project diaries, international project conference, leaflets, project logo, website, twin space and social media page, project brochure titled High school STEM approaches.IMPACT AND LONG TERM BENEFITS C.L.M.R.E.S. will increase the mobility rate for teachers and professional development at international level, strengthening the profile of teaching profession in all partner organisations. Moreover, the project will promote quality and cross-curricular benefits in schools’ offer and complete the syllabus with innovative approaches and highly practical learning techniques which will be reflected in pupils’ academic success.The partners will enhance project management and organisational expertise, benefit from increased visibility, extended partners network and concrete opportunities for future international cooperation and exchanges in the field of education.

"Disability is described as nonadherence of carrying out the necessities of standard life by losing physical, mental, spiritual, emotional and social competences. The World Health Organization (WHO) declared that % 10 of the developed countries and %12 of the developing countries' population consists of disabled persons. There are 500 million disabled people over the world. The physically disabled and mentally retarded persons number in Europe is around 46 million people. In Turkey the number is around 3 million. The aging of population and the increasing rate of being able to get disabled as a result of chronic diseases and health problems like diabetes, and cardiovascular diseases, cancer and mental health problems cause an increase in the number of disableds. As it was stated in the United Nations Declarations on the Rights of Disabled Persons; in all countries, especially in developing countries, the internatonal cooperation has a vital importance in enhancing the living condition of the disableds; and supporting the active participation of the disableds into the society by using their fundamental rights and freedoms in order to promote their contribution to the welfare and diversity of the society. Besides all of this work carried out by the authorties and NGOs, the integration of the disableds into the society in their daily routine is extremely limited. The communication with the students, as the basis of the future, is also limited. As the social integration and a more active citizenship of the disableds are the main aims of our project, the disableds and the students will meet on the same platform for social (handcrafts, musical instruments, etc.) and sportive activities (basketball, handball, riding, fishing, cycling, etc) to reach the goal of the project which is their social integration. A sustainable social integration for the disableds and a fruitful learning and teaching process for the students will be another expectThus, the disableds will be able to be active within the society as an individual and by sharing and exchanging their experiences with students, they will contribute from their personal side to the formation and the progress of the social integration. Within the project partnership after providing trainings related to the disableds' interest, knowledge and expectations, they will share and exchange their experiences with the students by spending time during the education process. They will be role models for the students. In our project we aim to enhance the internal cooperation of the schools synchronically with the cooperation of students, teachers, parents and the other external stakeholders by increasing the European dimension of the educational perspective. A European dimension will contribute added value to the partner schools’ vision. Good practices will be shared within the partnership. The project partners were selected carefully, all of them own an experienced background on working with disableds, providing social and sportive activities. The partnership consists mainly on experince sahring and exchanging of the partners. The project partners are Ozel Sanliurfa Sarac Ilgi Okullari, Zespol Szkol Specjalnych, SOU Taki Daskalo, CE AVE MARIA SAN CRISTOBAL Scoala Gimnaziala Nicolae Velea, Istituto Comprensivo Bartolomeo Lorenzi Fumane and Agrupamento Escolas Padre António de Andrade. The students who participate to the project activities are at the ages from 10 - 15. They will work together with disableds (mentally or physically handicapped). Various methods (communication, direct approach, demonstrating, collaborating, team work, Scrutinize, Synthesize, Evaluation methods, etc.) used in teaching will be applied in the project process. Seminars, conferences and workshops will be organized during the project activities. The project results will show an example of social integration of a disadvantaged group within the society by the help of education providers (students, teachers and families). Various activities including social, musical and sportive courses and free time activities as going to the cinema, shopping, walking and travelling in cultural and historical places, having breakfast are some of the planned activities in order to spend time together with the disableds in an informal condition. Interviews will be recorded by the students to share the feelings of the disableds during the project activities. The expected results of the project are a better understanding ""Empathy"" of the disableds. After the project the students will learn how to live and support the disadvantaged groups inside a society. It will be a model practice carried out internationally by gaining the opportunity of finding out cultural differences."

"Project entitled ""The use of information and communication technologies in education and therapy of students with disabilities as a chance for their success and social inclusion. Exchange of good practices between special schools from Poland, Finland and Malta"" was implemented by three special schools: Special Schools Complex in Słupia near Kępno from Poland (coordinator), Valteri Ruskis from Finland and Guardian Angel Resource Center from Malta. These facilities are attended by students with various types of disabilities, including those with intellectual disabilities. The main assumption of the project was the exchange of knowledge and skills in the use of information and communication technologies in the education and therapy of people with various types of disabilities. It was planned that each organization would bring to the project unique practices, absent in other schools: the use of RSA / EEG Biofeedback and PECS (Poland), proprietary development and use of a set of devices, programs and applications for therapy, inclusion and self-empowerment - incl. ""Graphical Notes"" (Finland), use of OptiMusic and Multisensory Room (Malta).All educators / therapists and all students attending our facilities were involved in local activities in each school. It was possible thanks to the commencement of the exchange of good practices already in the first month of the project through on-line cooperation of the staff. Moreover, 10 employees in each school and 10 students in each school were recruited to participate in short training programs. The implementation of the mobility allowed for testing the use of specialized devices, programs and applications that were not available to the sending school in work with students from these institutions. During the project implementation, each school purchased the missing ICT, thanks to which all students of our institutions use them today.The results of the project include, among others increase of specialist skills of the staff, implementation of new solutions in the field of ICT to work with students with disabilities in our institutions, increase of students' skills in various areas (e.g. alternative communication, artistic expression, key competences) and increase in the degree of social inclusion of this highly disadvantaged group people (e.g. by giving concerts, staging shows, taking part in contests, competitions, etc.). As a summary of the effects of our work, as well as for the sake of tools for disseminating the solutions we have developed, we have prepared 26 publications in English (additionally also in Polish), available e.g. on the websites of our branches. We are convinced that the results of the project will be long-lasting and the above-mentioned competences will increase not only in the children and adolescents attending our institutions now, but also in our future students, because the methods and tools that will be the subject of the transfer have been introduced into the work of our institutions on a permanent basis."

"The Project ""Numeracy is fun! Supporting numerical skill acquisition and competences in students with intellectual disabilities"" will be carried out by three schools: Guardian Angel Resource centre (Malta), IES San Sebastián de La Gomera (Spain) Zespol Szkol Specjalnych in Slupia near Kepno (Poland) for a period of 24 months.All three schools are special needs schools, where students with intellectual disabilities (mild, moderate or severe), who also have multiple disabilities (e.g. ASD (Autism Spectrum disorder), hearing impairment, vision impairment, and others) attend on a full time basis and they face numerous educational challenges and problems, which are mainly: - confusing addition with subtraction, and multiplication with division - it is an impaired ability to perform the right mathematical operations,- students are unable to associate the appropriate mathematical operations to real life situations (shopping, measuring, etc.);- the inability to understand the relationships which are needed to perform mental calculations;- students don’t understand relationships and significance between numbers;- students find it difficult to apply new knowledge based on mathematical appreciation, e.g. mathematical operations which have been learned in class to different life and challenging situations;- students find it very difficult to read and write.Students with various types of intellectual and physical disability and their teachers will be the participants of our project.Through the project activities, our students will develop their cognitive-social skills in difficult areas as described above, and also educators from our schools will develop their skills and tools. It will happen through the exchange of good practices, which will help our educators to be more effective in helping their students with learning difficulties; Furthermore our students will effectively gain the skills and competencies they need for their present and future lives.We aim to achieve these goals through activities implemented during the project: 20 employees and 30 students with their 30 carers will participate in a week-long visit to the partner schools (activities related to learning / teaching / training); students and educators will also take part in online meetings on eTwinning platform, where they will do certain project activities.An extensive project documentation will also be prepared, including curriculum and skills training based on learning by experience. This program will be open to use by educators from other special education institutions in the future. It will be made accessible by placing the materials in open educational resources, including the Erasmus+ Project Results Platform, eTwinning platform and in professional magazines / websites."

"Project ""Supporting skills acquisition and competences for students with intellectual disabilities"" was implemented by two special schools: Special School Complex in Słupia near Kępno (Poland) and Bishopswood School in Sonning Common (United Kingdom).These facilities are attended by students with intellectual disabilities (mild, moderate or severe) and / or autism who also very often have coupled disabilities (e.g. paralysis of the limbs, hearing loss, amblyopia and many others). Our students face many educational challenges. The most common recurring difficulties are:- impaired ability to perform mathematical operations, e.g. subtraction instead of addition and division instead of multiplication;- inability to match relevant mathematical operations to real situations;- lack of understanding of the relationships necessary to perform memory calculations;- failure to notice numerical relationships;- lack of ability to apply their knowledge, e.g. learned mathematical operations, in new situations;- problems reading and writing.16 teachers (8 from PL and 8 from UK) took part in the project and developed 22 primary competences (10 from UK, 12 from PL) in the scope described above. These educators also developed their methodological workshop to more effectively help students overcome educational difficulties and acquire the skills and competences they need for current and future functioning. To this end, they exchanged good practices, developed new solutions, created innovative methods and tools, and also participated in training, including in the use of Photon robots in teaching mathematics.Thanks to the project activities, the following products have been created, available on page http://zssslupia.pl/index.php/wspolpraca-szkol-ka2-polska-wielka-brytania/rezultaty-i-dobre-praktyki :1. EBOOK Description of methods supporting the development of mathematical skills in teaching people with mental disabilities2. Event agenda - Maths Day3. Description of methods supporting the development of mathematical skills in teaching people with intelectual disabilities4. The use of Photon Robots in shaping mathematical skills and competences in students with intellectual disabilities5. Mathematical skills and competences and social competencies and use of them in real situations6. ICT and other tools in teaching basic mathematical competences in students with mental disabilities7. Situational scenes facilitating the teaching of mathematics to moderately and severely intellectually disabled students8. Fingertip Multiplication Table - Instructions on an innovative method9. World Multiplication Table Day – scenario10. Mathematics with a tablet – guide11. Schedule of actions to support the development of skills and key competences for students with mental disabilities12. Worksheets with mathematical tasks for students with intellectual disabilities13. Pedagogical innovation - coding mathematical operations in colorful cups14. Have fun and learn! Mathematic contest developing key skills and competence of students with intelectual disability15.Catalog of Maths lesson plans for students with intellectual disabilities developed during the project16. Cultural preparation of beneficiries Great Britain17. Glossary of mathematical terms in English and Polish18. Desk calendar19. Leeflet Get the power of Erasmus+20. Examples of math tasks for students with autism using the Picture Exchange Communication System method 21. MOVIE Multiplication table by finger method22. Fun and games - AGENDA of mathematical obstacle course 23. Workshops - MATHEMATICS WITHOUT REST, SCOTTIE GO - modern didactic tools supporting teacher's work in education of students with intellectual disability24. Catalog of Maths lesson plans for students with intellectual disabilities developed during the project by teachers from a British school25. Legotherapy and LEGO blocks in mathematicsThe set of these documents is a basic skills development program based on learning through experience.The project also undertook numerous activities disseminating the results, in which the estimated number of recipients at the end of the project is 5600 people. The plans of organizations participating in the project include further exploitation of results, including in projects implemented on the eTwinning Platform."