"In order to make early development accessible to even more atypically developing or disabled children, experts from three countries work together. The Rejtett Kincsek Down Association from Nyíregyháza, Caritas Organization of the Diocese Satu Mare and Centrum Liberta from Košice undertook to develop an e-learning program within the framework of the Erasmus + program “Early childhood education and care (ECEC) with E-learning support” implemented between November 2018 and November 2020. The online platform is available in Hungarian, Romanian, Slovak and English. (www.edumodul.hu / www.edumodul.com / www.edumodul.ro / www.edumodul.sk )The content of the 6 intellectual products developed during the project, focused on early childhood education, mainly on the intervention of children with special needs. In the partner countries the system faces big gapes like families have to travel hours in order to receive early intervention or this kind of service is not available. According to Hungarian data - where the situation is the best in the region - not even one-fifth of children in need of care receive early intervention.The e-learning interface available in four languages ​​is actually a method that supports the work of educators. A kind of extended “arm” that helps to make interventions even more efficient. The developed modules can be accessed grouped around six development areas, which are autonomy, communication, socialization, thinking, fine and gross motor skills. The intellectual products created during the implementation of the project are the following: • E-learning module system to support the early development of children with different educational needs (HU, SK, RO, ENG) • E-learning module: 12 weeks word recognition training for children with learning difficulties (HU) • E-learning module: social skills development in children with autism (HU) • Social skills - rhythm module (Who plays this?) (HU) • Eating problems in infancy and early childhood (RO) • Fine motor skills development curriculum for children with reduced mobility (SK) Prior to its development, the E-learning framework was reviewed by 3-3-3 special education professionals from the three partner countries for quality assurance purposes. The 12 weeks word recognition training module for children with learning difficulties (HU) was tested in early 2020, with 33 special education teachers out of a total of 95 users registered and 59 parents from the three partner countries, who took part in the testing. Focus group parental testing was conducted online due to the COVID prevention measures taken in the spring of 2020, with a total of 14 parents able to participate. Based on their answers and ideas, the e-learning interface was further developed. After the further development and the uploading of the other 4 modules within the framework of the project, the completed e-learning interface was tested. A total of 349 users have been registered on the site so far from which more than forty percent are educators and special teachers. The summary of the survey-answers shows that most of the visited module was word recognition one (26 assignments), followed by “Who plays this?”, module with lessons containing rhymes and songs (26 assignments) and the “Social skills development in children with autism” module which was completed by 21 people. The Romanian-language nutrition curriculum was marked as completed by three, and the Slovak-language fine motor skills module by seven (but the surface shows that 21 people completed the Romanian language module in Romania and 15 people completed the Slovak language module in Slovakia.). More than eighty percent of the users indicate that they are highly satisfied about the platform. The weekly satisfaction scale shows that no one was totally dissatisfied, the rate of very dissatisfied people is negligible (2.3 percent) and more than 70 percent of those who completed the modules recommend the e-learning platform to others potential users. The ""PROTOCOL or Practical guide for creating an online support platform and developing specialized content"" developed during the implementation of the project is available in Hungarian, Slovak, Romanian and English on the Edumodul interface. In November the three partner organizations held their online conference on the ZOOM interface. During the conference, we focused to provide a comprehensive insight to the structure and use of the Edumodul e-learning platform developed by the Erasmus + project for those specialists who are working in the fields of education, health and social care with typical children and those who are disabled. In total, more than 300 people attended the conferences.Later, possibly in the framework of a new project, we plan to make accessible all modules in several languages, to adapt and develop them to local conditions, and to create new modules and continuously update them (English, Hungarian, Romanian, Slovak)."

"Segregation in education has long traditions in Hungary and in partner countries. Early childhood intervention (ECI) is not widely available, school integration is scarce, and the education system basically lacks the concept of inclusion, especially as linked with early childhood intervention.One of the main objectives of our project was the geographical expansion of the programme School4All, 2nd prize winner of the social innovation tournament of the European Investment Bank in 2014, to other regions in Hungary, as well as in partner countries. Another objective was to explore ECI methods which allow the inclusion of significantly more children with Special Educational Needs (SEN) into the ECI system, and to transfer ECI practices between the partners. Our 3rd objective was to join our School4All protocol and ECI methodology by the means of an integrated complex protocol, encompassing intervention for and education of children with SEN from early childhood to school age. Our longer term objective is the inclusion of children with SEN participating in ECI, in mainstream kindergartens and schools.The project was coordinated by Down Association, in partnership with Satu Mare Caritas Association from Romania and Centrum Liberta non-profit organisation from Slovakia. During the project, we cooperated with 7 educational institutes for children with SEN, 2 county organizations in the Hungarian public school system, 40 kindergarten and school classes of typically developing children, a number of non-governmental organizations representing people with disabilities, the network of Hungarian visiting nurses and local authorities at the locations of ""School4All"" programmes.The final output of the project was an intellectual property: a protocol integrating ECI and school inclusion methodologies, quality assured multiple times and tested in practice. The final form of the protocol was reached through activities which resulted in immediate positive effects on several target groups. Partners transferred know-how to each other and defined the areas which needed to be included in the new protocol. The new protocol was quality assured multiple times, and adapted to the legal and institutional environment of the specific countries. In Hungary, the programme was carried out according to the pre-existing School4All protocol, while all three partners implemented pilot programmes according to the newly developed, integrated protocol. The content of the protocol was finalised after incorporating the lessons learned and good practices developed. The project contained an impact assessment comparing programmes implemented according to the pre-existing and the new, integrated protocol, analysing the development of children with SEN participating in the programmes and changes in teachers' and students' attitudes.The project most directly impacted children with SEN. Learning together with their typically developing peers resulted in improving social, physical and cognitive skills, strengthening self-confidence, accepting their differences, and bringing them closer to the perspective of an active and productive life integrated in society. Teachers of mainstream schools gained experience in competence based, inclusive education. They were trained by special education teachers in workshops, which strengthened interprofessional cooperation. Last, but not least, typically developing children gained life-long experiences, which help them become tolerant adults who accept differences and cooperate with people with disabilities. A previously unplanned result has been the compilation of a ""Guidebook for parents of children with SEN"", as an appendix to the protocol. The publication is also suitable for independent use, reinforcing communication within the programme and outside of it.Long term effects of the project are strengthened by the fact that the intellectual property created, that is the protocol and the joined Guidebook for parents, are distributed for free on our webpages. After closing the project, the publications and the programme were introduced and well received at workshops and conferences. The publications were distributed through the full network of Hungarian visiting nurses, receiving positive feedback.Finally, as a result of our dissemination activities, we expect a multiplier effect, that is further non-government organisations, health care, social care and public education institutes joining in the implementation of the integrated protocol. We believe that the more these programmes are carried out, the closer we get to the social, legal and institutional changes necessary to achieve inclusion in education."