<< Objectives >>With the project we aim to contribute to one of the main prirotities of E+, namely inclusion and diversity. By producing 2 concrete outputs, we aim to empower educational staff and school leaderships to do important reflections and even more important concrete steps towards their more inclusive education. We put learners with special needs in the core of our project (and also into our activities and events), since we envisage and desire they are, one day, fully inluded into regural schooling.<< Implementation >>Together with partners from N. Macedonia and Serbia we plan to produce self-evaluation queistionnaire and manual, serving as unique practical tools for educational staff and school leadership that will go through a self-evaluation process, followed by training and first to receive a practical handbook for inlucion in their education. For the rest of the educational institutions and other relevant stakeholders we plan 3 events - round tables in each of the partner countries.<< Results >>The concrete results of this project are self-evaluation questionnaire and manual that are to be produced in 5 languages (Serbian, Slovene, Macedonian, Albanian and English), we intent to implement the process of self-evaluation at 15 chosen institutions, together with their training. For wider dissemination of project results we plan events in which we intend to actively involve persons with special needs (for simpler tasks) and expect a change in wider perception of inclusion.

<< Background >>INC-LEISURE “Participatory non-formal spaces for inclusive school learning” is an educational project that aims to provide all participants with an experience of participation, training, analysis and reflection about inclusive non-formal learning spaces (ENFA), not only as a solution to a problem of social exclusion of the infant school community, but as a way of learning values ​​and transversal competences within regulated school education.It is a non-formal education that is received in places of daily life and social relationships such as schoolyards, parks and sports spaces. The subject who receives it is an active part of his education and that of others. Community participation, of all agents (institutional, educational, family, neighborhood) in the definition of these common spaces, and of the activities carried out in them, contributes greatly to generating feelings of belonging to the group, ties and, therefore , inclusion of all participants.<< Objectives >>In an inclusive non-formal education space, children will benefit from living with different experiences and learning from them and will allow:-Develop in the school children community values ​​such as solidarity, respect, reflection on human behavior and coexistence with diversity and inclusion, citizen participation and a sense of belonging.-Promote the acquisition of transversal competences through non-formal learning in inclusive spaces and through participation and cooperative learning, stimulating the development of a critical spirit, creativity and acquiring habits of dialogue and search for consensus.-Provide flexibility to educational professionals to develop innovative and alternative non-formal education methods to help students learn.For this reason, INC-LEISURE sets itself the following specific objectives:-Reduce early school leaving (AET) derived from social exclusion that affects groups at risk of exclusion, especially people with disabilities, in ENFA.-Promote equal learning and socialization opportunities for all girls and boys through inclusive leisure.-Improve the knowledge of the subjects and transversal competences through educational and participative activities.-To raise awareness and make visible the importance and value of functional and cultural diversity in formal and non-formal educational spaces, through active participation.<< Implementation >>The project is structured around a series of activities for the exchange of good practices between the partner entities in the form of joint work workshops, training and learning activities, for the transfer of good practices carried out in educational centers, and dissemination activities, promotion and transfer of the results obtained, in the form of practical materials for the implementation of ENFA.<< Results >>Regarding the final beneficiaries, the project includes the participation of education professionals from 3 European countries (Spain, Portugal, North Macedonia), with experience in centers of special education or with vulnerable groups and at risk of exclusion.Early school leaving is due to a series of factors of diverse nature and is linked to situations of cumulative exclusion that often originate in early childhood, with the most vulnerable groups being the most affected and with the highest rates of school dropout , and complex social and behavioral problems.Based on the experience provided by this project, it is intended to create inclusive models for the promotion of non-formal education as a way of learning transversal competences in schools, which allows a long-term improvement of the participation rates of schoolchildren, a closer relations between the child community, family, local entities, community and teachers and a strengthening of the feeling of belonging, influencing the rate of early school leaving.

The aim of the project is to foster the accessibility and inclusion of students with special education needs to quality online education, thus the name of the project - 3A (Adapted Accessibility for All). In order to do so, the following objectives have been set:O1 - Develop the capacity of at least 120 teachers from at least 40 educational institutes from 3 partner countries to adapt teaching the disciplines of Mathematics, Self-care abilities, Communication and language abilities and Exploring the environment in special education classes and integrated special education for secondary level education, for students with mild to moderate disabilities;O2 - Integrate the newly adapted curriculums for 4 disciplines in secondary education in the didactic design within at least 15 schools in 3 partner countries;O3 - Equip at least 120 educational institutions (centers for special education, schools with special education classes and integrated special education) with motivation and resources on how to further adapt the teaching of Mathematics, Self-care abilities, Communication and language abilities and Exploring the environment to the needs of students with special learning needs, with mild to moderate disabilities.Based on the already mentioned needs emerging from internal researches in partner countries, we realized that educators need a set of digital competences specific to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education, with a focus on inclusion of students with special educational needs.In order to reach the set objectives, the project activities including the elaboration of the intellectual results that are strategically organized to contribute to the 4 levels corresponding to the 4 educators' pedagogical competences within the European Framework for the Digital competences of educators:- teaching and learning- digital resources- assessment- empowering learnersThe intellectual outputs are: IO1 – Redesign of curriculums for 4 main disciplines for 2 categories of special educational needs (Autism, Down Syndrome, oligophrenias) - light to moderate intellectual disabilities for secondary education (all 4 grades) for both special education and integrated special education classes in terms of methods, tools and evaluation methodology that would allow teachers to teach them exclusively online. IO2 – Tutorials for teachers to use the new teaching methodologies in special education classes and integrated special education.The pilot and dissemination of these activities will build the competences in teachers, which are the main project results. These learning results have been organized based on the 4 educators' pedagogical competences within the European Framework for the Digital competences of educators:- teaching and learning120 teachers will be able to increase competencies in the following areas:1. Teaching and learning- improve their teaching abilities in online to further integrate students with special learning needs, better cater to their needs and specificities;- get organized in further learning and improving themselves as professionals in special education2. Digital Resources- navigate, chose and adapt online resources to the requirements of their students3. Assessment- chose the most appropriate assessment tools and methods for online teaching and ensure corrective measures when learning objectives are not met.4. Empowering learners- engage and cater to learning needs and profile of students with special educational needs- create a network of support around the students with special educational needs in order to support their learning - teachers, colleagues and parentsThe expected results at organizational level are the following:- integration of the intellectual outputs in the didactic design within at least 15 schools in 3 partner countries;- development of at least 30 project plans on how to further develop, adapt and exploit the 2 intellectual results.However, the most important aspect of adding up all these results is significantly increasing the quality of the learning process and results for students in secondary school with mild to moderate disabilities, supporting them in recovering and stabilizing cognitive and social competences and constantly acquiring new ones at their pace.

"The project ""Togheter for better"" involved 5 schools from Romania, Turkey, Portugal, Macedonia and Poland. The project aims to create a diverse learning and co-operative context for 300 disadvantaged and SEN students (10-19 years) and to enhance communication by supporting the effects of students on their lives and to be more active in inclusive environments. Learning outcomes can be improved and equity and efficiency grow with learning innovation, understood as the adoption of new services, technologies and skills. The main objectives of the project are to focus directly on the issue of social inclusion and the development of key competences, such as: improving student performance, with emphasis on developing skills and digital competences in specific curricula; promoting motivation for learning and school participation through the implementation of attractive learning methodologies; Developing social skills such as cooperation, tolerance, through activities that offer them the opportunity to feel important, appreciated and socially integrated; reducing absenteeism; to improve teachers' ability to use specific intervention strategies in situations of early school leaving risk. The target group of the project includes about 300 students with SEN and disadvantaged (10-19 years) from partner institutions. 2 TPM, 1 LTTA and 2 short-term exchange of student groups are organized within the project. In the framework of the three transnational mobilities that will be for teachers: exchange of experience and practical innovation in social inclusion, the use of digital technologies in the classroom, and for pupils: working in intercultural groups, exchanging ideas and learning experiences in care will involve without any differentiation. The project activities will lead to the development of results that can contribute to the educational inclusion interventions for social inclusion:1. Web –tv. We are going to create a web tv including students’ activities and their products. The students are going to responsible for the development and streaming of the programs with the assistance of their teachers2. E book creative way of learning. Creating e books will allow our students the imagination and they will take responsibility for their own learning progress.3. Digital scrapbook. Students will put selfies and social media photos to good use. Students will gather all kinds of images from their digital devices into an adaptable scrapbook layout.4. An accredited and dedicated digital competency curriculum to foster creativity and innovation and to support the professional development of teachers;5. An online platform where teachers can exchange good practice and discuss on the social inclusion of students;6. a course on social inclusion methods for teachers and parents.The expected outcomes will focus on applied learning, addressing the transdisciplinary approach proposed to students, which exploit what they have learned through the formal curriculum but bring complementary elements, varied methodologies, specific to inclusive education that promote student-centered learning.The materials produced in the project will be piloted at each school level and the results will be capitalized in the final form of the products.In terms of project impact, the following can be mentioned:-the students participants in mobilities will develop a set of socialization, communication, collaboration skills that can compensate for the lower functioning of other abilities (different depending on the degree of disability / educational education);- developing a more inclusive environment at school partner level, with a greater degree of empathy and openness on the part of students without disabilities / disadvantaged;- Developing the skills of teachers working with pupils from disadvantaged categories, both in didactic and promotion of inclusion, digital competences improvement;- Promoting differentiated learning at school level, taking into account the characteristics of all students.Project detail: https://twinspace.etwinning.net/82668/home"

"Special education in Romania is undergoing a time of acute change due to the increasing number of children having autistic spectrum disorders, severe intellectual deficiencies and associated deficiencies. There is a significant need for new methods, new teaching techniques, the development of professional skills of teachers working in this field, the adjustment and development of an educational design in correlation with the children’s needs.The project ""Art for autism"" wants to support institutional development as stipulated by the Institutional Development Plan and by the European Development Plan by means of sharing, practicing teachers in special education through specific knowledge on the subject of autism and also learning directly from specialists working with different art forms at a special European education institution with a similar profile, live. Our aim is for the teachers working with children with severe intellectual deficiencies and autism to develop specific skills in order to work more efficiently with these children, to become more confident regarding their work and thus to increase the quality of the teachers’ methods and strategies.Art therapy is based on the recognition that the fundamental thoughts and emotions, that come from the unconscious, get expression in images rather than in words. There is no right or wrong way to express emotions through art therapy. You do not have to excel in painting, modeling or sculpting. You just have to feel free and express yourself freely. Art therapy teaches children and the big people to express themselves, to give a free kick to creativity. Whether it`s art therapy through painting, art therapy by modeling, art therapy through gaming, art therapy through dance or theater, the child learns to become himself, to express himself freely, to become confident in his own forces, communicate and relate, in a word, to being a happy child. Art therapy is an opportunity for everyone to express themselves spontaneously and authentically, an experience that in time leads to personal fulfillment, emotional healing and profound transformation. Art is also a major form of learning. Art can teach a multitude of abilities and acquire knowledge that can form the basis of more complex knowledge. Because it is an attractive form of teaching various educational content, art therapy can be a novel way to develop basic knowledge, skills and competencies in children with autism. Involved in activities that are based on different forms of art therapy, we will stimulate pupils`interest in teaching, prevent school abandonment and diversify the educational offerWe expect an increase in the efficiency of the educational act through the integration of new European methods and working techniques, the integration of the acquired experience in the classroom, the usage the theoretical knowledge, the competences and the practical experience gained from both the training courses and the job shadowing. The impact of implementing such an institutional project will be upon all teachers from our institution and from other special schools and even from the integrative mainstream schools, pupils (who will indirectly benefit from a better quality educational service), the parents of the students (who will have access to the materials produced within this project that will be free to access), and the Pascani local community who will become aware of the problems the children with autism and severe intellectual deficiencies are facing."