"Backround and objectives:Pupils with special needs are often extremely vulnerable when trying to build realistic picture of themselves and the world around them. Media affects them in multisensory ways. Without proper guidance, strong resilience and much needed multiliteracy skills it can lead to many types of challenges and put these pupils in a risk of marginalization and seclusion. With the help of project RISE we wanted to empower hospitalized pupils and help them become true subjects of their own lives and future. We wanted to make sure that our SEN pupils have the means and skills to exploit all the opportunities they will possibly have and to participate fully, but sustainably in future society.With this project we hoped to add courage of our pupils to communicate with others in similar circumstances with foreign languages. We provided various platforms to raise intercultural awareness and build bridges between European nations. During this project our pupils were able to get much needed peer support and make new friends. The main goal of this project for the pupils was to gain more resilience to lead a happier and fuller future life. Participants:Tierna School's Hospital School Unit in Oulu, Finland is a special school that provides education for the compulsory education aged children who are treated in Oulu University Hospital for both somatic and/or psychiatric causes. Pupils come from a large geographical area in Northern Finland.ZSO Nr 9 in Gdansk, Poland is a school at psychiatric hospital and provides education, therapy and other activities for children and youth suffering different mental diseases.Linn Dara School in Dublin, Ireland is a school based in an Inpatient unit of child and adolescent mental health unit. They also work in the connecting day hospital programme. They are a designated special school in the category of Severe Emotional Behavioural Disturbance. Their students present with various mental health difficulties.Children Hospital School of Istituto Comprensivo ""Giacomo Ferrari"" in Parma, Italy is made of a primary and a junior secondary school for pupils who are unable to attend school because of chronic, acute or other medical health needs. Activities and methods:Pupils worked with themes of multiliteracy and resilience in various practices. They became familiar with the goals of United Nations 2030 Agenda for Sustainable Development and learned media criticism, the correct use of social media and netiquette. They explored experiential learning methods by processing stories in multiliteracy ways, and producing games, stories and art for their peers.Staff training events were organized as workshops for learning new methods and approaches regarding multiliteracy and resilience skills. In order to be able to use new learning methods with pupils the teachers went through the same experiential learning process themselves. Results and impact:All staff from each partner school had possibilities to build their professional skills through this project. Not every staff member felt they were fluent with English language, ICT skills or even mastering all the multiliteracy skills needed themselves. During the project we learned different kinds of methods and ways to tackle various obstacles which are common to our SEN pupils. Emphasis being on the resilience strengthening working methods was expected to promote the prevention of social exclusion.We exchanged ideas and opinions and were able to compare our school systems, and based on the good practices we shared, we can continue developing our schools.The work well-being was seen rising and we were able to further develop our team teaching and planning skills through this project. During the visits we added our knowledge of partner countries and their cultures. Longer term benefits:Pupils in hospital schools will feel less isolated through finding out that there are pupils with similar experiences and challenges also in other countries. Sharing potential solutions to their problems, when exchanging experiences with each other, has had and will have positive effects on their self-esteem and help strengthen their resilience.Exchanging ideas and experiences with European colleagues and finding out the differences as well as the similarities in different countries' schooling systems has broadened staff's perspective and helped develop our teaching skills. The aim was to create better possibilities for disadvantaged children and youth to gain greater sense of belonging into European cultural heritage and its multicultural community. Having possibilities to visit and work with each other in their schools and by this improve both teachers' and students' confidence about working together across languages and cultures has given us tools and methods for future teaching and development work. This also gives the staff better possibilities in developing a greater sense of belonging into European teaching community."

<< Background >>The four partner structures welcome special-needs pupils, within a medical institution or through inclusion units inside standard schools. These students are hindered on their educational path by various challenges (somatic or psychiatric issues, social anxiety, school phobia.) Through this Erasmus + project we have the ambition to raise awareness on these impediments and trigger a collective work around the following issue : BODY, LANGUAGE, ABSTRACTION : TOWARDS A BETTER UNDERSTANDING OF COMMUNICATION PROCESSES BY SPECIAL NEEDS PUPILS TO ENSURE MORE INCLUSIVE EDUCATIONAL PATHWAYS.We've singled out three fields of language – thought / speech / body - that encompass all possible subjects we teach and all students' profiles possible :- How can we help students with a mental situation or suffering acute anxiety grasp abstraction better and a more conceptual mode of thinking ?- How can we help them use their voice and say out loud their opinion - How can we integrate more boby language and physical exercise in our teaching ?<< Objectives >>This project will be fruitful ground for exchanging on our institutions, on our practices and our strategies regarding these issues. The European dimension appears as an ideal boost as the contrasted approaches from our partners will bring a dynamic working context to tackle these issues. The resulting material will help us take a critical critical look on our teaching. The outputs will pave the way for innovation and better opportunities to ensure better school achievements in a more inclusive environment.<< Implementation >>The main activities that we are going to implement are job shadowings in all the institutions involved. Each of our structures will send three teachers to visit and observe the way every partner school works, how the pupils are taken care of, where teaching innovations reside, and these events will nurture the overall questioning of the issue we've decided to tackle. Welcoming our European colleagues will be a chance to organise an output event in the form of a conference (with key speakers and workshops) on a local or national scale.The job shadowing periods, along with the transnational meetings will unable each partner organisation to set up meetings with pupils within a class context or round-table discussions so as to reinforce thair European sensitivity.<< Results >>The project results and outcomes will take various forms. Each organisation will be in charge of setting up a conference and workshops based on the issues that brought us together in this project. They will result in written productions (brochures, reports or published material) so that all the relevant leads and interesting intellectual outputs will benefit to all parties involved.During each job-shadowing session all visiting teams will be appointed to write down an observation report in various forms (poster, slideshow, leaflet) in order to submit it to all partners. The target here is to provide a feedback on our practices and make it available to all members of staff. This material will widen the perspective we have on our practices.

"Justification and context of the project:Throughout the course, both in the hospital classroom and in the home support service, we serve a large number of students. In many cases we have detected certain deficiencies in different aspects related to mathematics, mainly referred to the understanding of concepts, calculation and problem solving. Many of these ""deficiencies"" can be ""treated"" in the classroom but require resources, planning and previous methodology to achieve effectiveness in a short period of time. These are the reasons that drove this project and its development along with other European partners initially from the hospital environment, although due to the nature of the topic it has been possible to expand it to other educational institutions. It is interesting to contrast the method in different contexts such as those we can find in the institutions of our partnersProject Objectives:The main lines that will guide the project are already included in the title itself:- Endowment of materials and magnetic as a basis for manipulative mathematics where reality is a step prior to abstraction and the internalization of concepts.- Magnetization refers to increasing the attraction to mathematics based on the game (gamification), curiosity, discovery and challenges.- A review of the curricula of the different countries, as well as decision-making around the methodology and the type of activities we want to use.- An important presence of ICTs that provide the enormous potential of the audiovisual, interactive, self-learning, play, as well as the relationship and communication.Four have been the participating Organizations- Bari: Nursery and Primary Education Classrooms located in a Pediatric Hospital and dependent on the ""Circolo Didattico"", a center that includes different types of educational centers: three nurseries (3-6 years), two primary centers (6-11 years) , two classrooms in the pediatric hospital, one for children and one for primary school, and finally two schools in detention centers, one for juveniles and the other for adults.- Oulu: Their students (from 7 to 17 years old, grades 1 to 9) come from different centers in the north of the country. Its units provide a safe learning environment for students with emotional disorders, behavior problems or adaptation problems, are attended by a multi-professional team following the national curriculum.- Vilnius: Serves students (from 7 to 18 years old) from various regions of the country, who have special educational needs due to their family situation or health or behavior problems. They are cared for according to the basic curriculum during the time (between three weeks and four months) of their hospital care.- Leganés (coordinator): Aula Hospitalaria de Leganés. Provides educational support, from children to high school, for students who due to their illness or convalescence remain hospitalized or at home without being able to attend their school.Description of the main activities carried out;Four coordination meetings have been held, two each courseFour training activities, two each course, in the form of seminars, which are discussed in more detail in section five and which address the different phases and objectives of the project: innovative methodologies; the manipulative materials; the methodology and didactics; and the applications and games.The products are derived- The revision of the mathematics curricula of primary education and first levels of secondary education in the different participating European countries. This represents the range of ages served by our centers, from children to the first cycle of compulsory education (from 3 to 13 years approximately)- The collection, by each of the partners, of manipulative resources, mainly developed by the different blocks: numbers, operations, measurement, probability and statistics, geometry ...- The methodological indications for the use of the proposed resources and proposal of activities adapted to them- The selection and collection of links to pages that address the same content in an interactive and playful way. The results, which are described in greater detail in later sections, have exceeded those initially expected. The formula chosen for the development of the project, in the form of digital portfolios, allows an accumulation of resources that may even be excessive and an almost encyclopedic treatment of the subject. This has required an important task of classification and selection, a continuous cut to try to highlight what is important and what can best work for teaching and learning in the area.The impact is important for the creation of new habits, the provision of new resources and their transfer to other centers."