"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)."

“The main target group of the program “Robot assisted therapies for disabled children” is disabled children, along with educators, special education teachers, psychologists and rehabilitation specialists. In course of the project, we implement our innovative idea, considered unique in pedagogy, with the cooperation of organizations of three countries and under the professional guidance of Csodavár Alapítvány (Foundation of Early Intervention Center Csodavár). For developing the method, we basically take the special education approach as a starting point, in addition, the organization Caritas Satu Mare provides the rehabilitation, neurological and pediatric aspects and the Kosice-based foundation Talentum (Slovakia) provides its high level of professional knowledge and experience in the field of hardware and programming.The development of children and the development of functions are always unique and complex, whether they are disabled or non-disabled children. We can support the development and strengthening of abilities and skills by various intervention activities. For a successful intervention, the interests, strengths and weaknesses of children shall be taken into account to the maximum extent. We need to choose such tools that can help each child to participate in the intervention process in accordance with his or her age, individual abilities and pace of development. It shall be a tool that arouses and maintains the interest of children and encourages physical activity. It is an advantage if it develops children’s abilities in a complex way.A robot is a toy that meets these requirements, but buying a robot is not a solution in itself, a methodological recommendation and presentation is required for it as well. Our online interface and booklets serve this purpose. The areas to be developed cannot be completely separated, especially in early childhood, but with certain types of task it is possible to concentrate on the development of the disability. Our aim is to give ideas and inspiration to special education teachers and parents about the use of floor robots in playful interventions and to provide help by introducing a tool, by which highlighting a specific area, we can support the development of children in a complex way. Furthermore, in the future, we would like educators to be able to upload more booklets to the online interface developed by us.During the 24 months of our program, we will prepare a basic methodological manual, online interface and downloadable booklets in four languages (Hungarian, Romanian, Slovak and English), which will primarily help the development of basic skills and competences of children with disabilities. Robot-assisted therapies, like animal-assisted therapies, will complement the interventions that children receive in public education facilities, development facilities and children’s rehabilitation facilities. In addition, our aim is to create a robot that says certain instructions in Hungarian, which is accompanied by a manual on how to build the robot and control software that contains Hungarian audio files.We use robot technology in the program, which is completely unique in this field at this age. Anyone can access the development, and during the program, we try to identify hardware devices, the costs of which are the lowest possible, in this way keeping the entry threshold for joining the program low.During the 24 months of the program, our aim is to ensure the highest quality of our activities. Following a needs assessment, in course of the preparation of the basic methodological manual, online interface and booklets, we involve parents, children and educators several times in testing to be able to create a product that is well-established, actually usable in everyday life and easy-to-use. We also plan our dissemination activities to be able to spread the message of our project as widely as possible from the start of the program to establish the introduction of robot-assisted therapies both at national and international level.At the end of the program, a closing conference will be held in all three countries, and - in line with our other dissemination activities - we would like to launch a wide-ranging new therapeutic method. In recent years, the use of advanced digital technology in the field of education and health care has started in many areas, and we hope that our project will help these advanced technologies to start to gain ground in the development of people with disabilities.”

"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."

"In almost all European countries, social cohesion is being damaged or even destroyed by polarizing, mostly right-wing and right-wing populist forces. In a society of diversity, it is necessary to promote an awareness of social cohesion through suitable initiatives and to recognize it as a value. Cognitive, emotional, social and political education is challenged to take up this challenge.In the project ""Social cohesion in the context of migration: insights for the conception of adult education programs for diversity acceptance in social work"" approaches, methods and ways of European partners were learned and evaluated. Theory and practice of promoting cohesion were discussed. Concrete learning took place through visiting, getting to know and evaluating good-practice examples. A component of all meetings was the question of transfer to one's own context.... A total of 56 professionals (social pedagogues, certified pedagogues; managers, volunteers) participated in the face-to-face meetings. The group of professionals participating in the face-to-face meetings remained nearly constant throughout the entire duration of the learning partnership. In addition, about 50 ""input givers"" and affected persons/participants in measures took part in the five meetings. These were very helpful for the scientific classification and during the learning site changes to practical good-practice examples, especially to experience the impact of community education approaches in their practical effect. The project was able to successfully include good-practice projects of all partner organizations and thus, in addition to the scientific inputs and discussions, to present the views and experiences of European partners in a supportive way in order to learn from and with each other. The intended goals on a theoretical and practical level were fully achieved. Theoretical approaches and practical ways were learned and impulses for practice in the own context were given. Developed collegial friendships among participating persons: cause further networking and thus it is possible to receive mutual advice and concrete help in factual questions at any time. The European dimension: could be taken more into consideration: (Pre-) judgments were reduced: The idea of Europe was again strengthened. The fundamental importance of dialog among each other was confirmed in many ways in the project work."

"Social Inclusion using the formats of educational work with adults should be Inclusion understood as a task for society as a whole, which is essential for the cohesion of a society. . Immigration and flight make plural societies even more diverse. People with different cultural backgrounds and different ideological-religious homeland live side by side. A part of the population perceives the social diversity as stressful and “strangers” as a threat and acts against it. Overall, European cohesion threatens to break completely due to uncertainties felt by large sections of society. In times of growing internal social polarization, exclusion of people, increasing religious-cultural intolerance and isolation, successive crises and their effects, undertakings to strengthen social cohesion are essential. The target group of formal and non-formal educational work is not exclusively, but essentially young adults. The project approach therefore focuses on educational formats that are effective across generations. Problems for modern society are current: erosion of milieus, growing heterogeneity, no longer a common religion; different ideas about what constitutes a ""good life"" (""values""); multilocal communities; Homogeneity claims lead to exclusion and weaken cohesion. Right-wing populism is becoming increasingly sustainable in all European countries. Educational institutions and initiatives are called upon to face the situation of increasing diversity in society and the associated challenges. Social inclusion is a concern that is pressing for societies and strengthens democracy. Populist parties and movements polarize and divide a society and thus endanger social cohesion. This is where the project comes in and would like to contribute to building bridges of understanding and encounter. In the context of uncertainty and concern, even fear of social change, felt by large parts of European society, the question of educational formats that help to promote cohesion demands the whole of European society. The formation of values in the form of informal and formal, cross-generational adult education with a focus on social inclusion is of great importance. Sixteen women and men from adult education and social education work will continuously participate in the partnership. These come from six countries and represent seven organizations. The project is carried out according to methods of project management according to DIN 69901. One focus of the project meetings will also be the participant observation. Adult education methods are also used at partner meetings. The aim of these meetings is to learn how to tackle the issue of cohesion in other contexts and how to create values in this specific context to promote cohesion. The goals include the implementation of the knowledge gained in one's own context. Overall, external specialists and people from potential target groups are involved at every meeting. There will be specific scientific and / or socio-political inputs from speakers from the respective host country in order to ensure practical experience through their expertise. At the higher organizational level, the results are presented and the consequences are considered. The documentation and evaluation that accompanies the project ensures that the results are continuously secured during the course of the project. The project management procedure according to DIN 69901 guarantees that the objectives are achieved and checked. The relationships that have been tried and tested in the partnership will continue even after the project has ended. Instead of the transnational meetings there will be an email exchange and a speaker - exchange for further training is one of the project results. The partners will involve other multipliers and those responsible at the meetings. The experiences and results of visits to good practice examples will be incorporated into the educational measures of the respective organizations. The partners will feed their experiences into their networks. Dissemination also takes place via social media and websites. EPALE, as a European multiplication platform, is used, just like local, national and European media are involved."