Advertising has a great influence on children and it is up to us to help them develop a critical awareness to deal with it. The analysis of advertising has played a key role in addressing issues such as values like education, responsible consumption, non-sexist education, etc. and has served as a focal point for learning about the cultural heritage of each country.The project “AD-DICTED TO EDUCATION!” has focused on promoting social inclusion, non-discrimination, the development of critical thinking and values such as tolerance and gender equality, all with advertising on the educational value of the European heritage, the commitment to multilingualism and the development of digital skills.Objectives we have achieved:Promote equity, non-discrimination on the basis of sex, race, religion, ability, etc., and inclusion among all pupils, preferably those from disadvantaged backgrounds who have fewer opportunities compared to their peers and pupils with different abilities.Acquiring the basic skills needed to learn how to make critical and responsible decisions in their consumer actions regardless of advertising influence.Foster Multilingualism and improve linguistic competence in several languages: English, French and Spanish.Favour the use of information and communication technologies in a collaborative way.To develop the internationalization of the participating centers.Know the European Cultural Heritage.Develop awareness of the importance of caring for the Cultural Heritage.Regarding the participants, the Educational Communities of the 6 partner institutions (Spain, Poland, Romania, Greece, Italy and Croatia) participated. Indirectly, we will reach 2623 students, although the more complex activities as well as the mobility will focus on students between 11 and 14 years old. Diversity is an enriching element of the project: refugee students with different abilities and nationalities, socio-economic problems, etc…Approximately 70 teachers from different fields have been directly involved, either through the organization and development of teaching and learning activities with students, in the management of the project or in the various mobility arrangements planned.Families, local governments and other entities as well as the Education Inspectorate have also been involved into varying degrees.Activities have been focused on advertising. During the first year, values such as equality and non-discrimination were also worked on. During the second, we focused on the cultural heritage of the partner countries. Workshops, reflections, oral presentations, search for information, viewing advertisements, use of digital tools, cooperative activities, etc. have been held.Initially, 4 student exchanges were planned, of which only 2 have been carried out virtually, in which work has been done around advertising, values and cultural heritage. In addition, 2 training events have been held on the eTwinning programme and new teaching methodologies. One of them was done physically and the other was done virtually.The methodology has been based on Project Based Learning (PBL). eTwinning has been essential to develop collaborative and cooperative work in international teams.The tangible results obtained are: the web, Twinspace and public pages, 4 newsletters, the Guide “Educational Value of Advertising in the Classroom” and an e-book as a result of the transnational training event “Active Methodologies: Education through Advertising”.The long-term impact and benefits are manifested through the non-tangible results of the project:Development of intercultural competences.Improving the participation and motivation of disadvantaged pupils.Integration of good practices related to the educational use of advertising and the use of new teaching methodologies.Improvement of foreign languages: English, French and Spanish.Greater understanding and responsiveness to the diversity of the educational community.A more positive attitude towards the European project and the values of the EU.Integration of ICT in learning activities.

"The project was proposed by parents long involved (over 15 years old) as representatives in elementary and middle-schools. This status helped to identify gaps in the measures for the inclusion of children with disabilities and special educational needs (ESH-EBES) and for the newcomers, condsidered, in our project, as children with special educative needs. Since the Salamanca Declaration, 1994, the Luxembourg Charter, 1996 and the ""handicap"" law, 2005 in France, the ""integration"" of (ESH-EBES) has taken an important place in European public policies and education systems. Children are educated in ordinary schools. This policy is certainly positive for equality and equity between children. However, the human and technical resources put in place for its implementation are highly questionable in several European countries. 1/Lack of individualized support for (ESH-EBES); 2/Lack of competence of teachers in regular classrooms; 3/Lack of involvement and information for the parents concerned; 4/Lack of coordination between educational and professional institutions.The project focuses on one of the points, which is considered to be the cornerstone for improving inclusion. The aim is to strengthen teachers' methodological skills through an exchange of practices between peers. This aspect of the project allows positive intervention on the isolation, powerlessness and emotional crises experienced by ordinary classroom teachers. Objectives/ *Understand the context, policies, mechanisms and resources invested for ""inclusive education"" -EI- in the 4 countries involved in the project; *Enable teachers to observe and exchange practices, methods and approaches put in place by their colleagues in the contexts of the 4 project countries; Give teachers the opportunity to overcome their isolation and powerlessness in welcoming ESH-EBES. To be able to express their emotional feelings with other teachers; *Incite public policies to promote horizontal peer-to-peer training for more effective inclusive practices.121 direct participants in the Transnational Meetings TM were able to experiment and discuss the issue of inclusive education IE. Some of them made several trips. more precisely, 85 people participated. the host partners involved actors and beneficiaries on site. a total of 200 participants in workshops, conferences and seminars (excluding direct participants). We did not take into account the public meetings participants. Out of 4 organized, 40 to 50 participants per public meeting, excluding direct parties.Profiles: teachers, directors - elementary, middle school, high school and vocational high schools-; families; professionals (special educators, psychologists, speach-therapists, physiotherapists, ergotherapists, pedagogues); ESH-EBES; newcomer students; researchers and academics; teacher trainers; trainers of special educators; community leaders for disabled adults, academic inspectors; political representatives (Mayor, Deputy 20th Paris-FR; Mayor of Braila, Rou; Mayor of Sopot, Pol; Mayor and Deputies of the city of Kumanovo, Macé); Journalists - Media-; Spot on the Macedonian national TV. The particularity of the project is the contribution of exchanges by experimenting and work on the ground. For the implementation of the project objectives. 3 methodological levels: 1/Political and social context of the IE/country; 2/Exchange of practices by immersion in the classes; 3/transcribe the activities into a guide with tool sheets from the 4 countries.Immersion in class. Methodological;Meeting of diagnostic structures for learning disabilities;Workshops in centres for adults concerned with mental disabilities;Meeting of parents affected by the EI. Sharing their Testimonies;Debates with researchers, political representatives/ status of inclusion at local, national and European level, statistically and historycally speaking.Inspectors, political rep, professionals: proposal of ways to improve the ESH-EBES welcoming in an ordinary environment.1/devices discovered by teachers to be replicated/proposed in public policy. e.g, ergo-therapist, speach-therapists, physiotherapist, psychologist available at school/students, families and teachers; artist.educat. tools for learning. Self-esteem of children and awareness of disability among children; awareness that the questionning on inclusion is the same in many countries; breaking the isolation and powerlessness of teachers; re-appropriation of innovative observed tools; types of organization for dialogue with families; co-construction of ESH-EBES individuals programs between teachers+parents; For the new participants involved in E+ projects, the experience was very positive on learning about how to set up, implement and coordinate a project.A website with a blog to show the project dyn. and the activities carried out over the 2 years. An animated and up-dated FB page. A guide to inclusive practices from our field experience"