Dyslexia is a difficulty in the acquisition of reading and writing that affects estimatedly 5% to17% of the population. Research shows that through the use of compensation strategies, therapy and educational support, dyslexic individuals can learn to read and write. There are techniques and technical aids which help to manage or conceal symptoms of the disorder. As the difficulty shows itself mostly during early years of primary school when the pupil exhibits signs of difficulty in reading related issues, most of the support is provided for the dyslexic indiviual at this period. But the problems persist into following periods like lower secondary school age, adolescence and adulthood periods and may accompany difficulties with low success rates in achieving the expected skills. When compared to the support in learning at primary level, there is still little to support the transition from primary to lower secondary (middle) school. Support is needed due to the change in institutional set-up and the new and changing demands, at both the skill and task level, made on the child.The aimed at providing support to parents, teachers and the dyslexic individuals themselves to ensure the transition between schools is smooth and they have the opportunity to reach their potential in the new learning environment.Within the scope of the project, a series of support materials have been developed under the name Transition Support Kit, which is designed to minimize the problems experienced by a dyslexic child during the transition from primary to lower secondary (middle) school and to provide the necessary support.In the first stage, a Needs Analysis study which was the basis for the preparation of these materials was carried out. The need analysis formed the basis of the Transition Support Kit which was conducted by a series of questionnaires with teachers, dyslexic students, and their parents.The Transition Support Kit includes an Individual Support Plan (BDP) Model prepared with all partners, a Checklist for identifying the difficulties experienced by the individual during this period, and a Guide for Teachers and Guide for Parents that will form the basis of support provided when they begin new school environments.All these products have been created with the contribution of 7 partner institutions from 6 countries under the coordination of Istanbul Directorate of National Education. The content provided was prepared by the teams formed by each partner institution, and its accuracy and reliability were reviewed during the Expert evaluation phase of the Pilot Studies conducted in each country. The usefulness and the aspects that need to be improved were reviewed in the final evaluation, which is the second stage of the pilot studies, and revisions were made in the light of the feedback received, and their final form was established.All the materials were made avaliable for the target audience of the project in 6 partner languages (TR, BG, PT, PL, RO, IT) and in English and they can be reached free of charge by anyone wishing to use them. The materials were introduced to teachers and specialists during the Multiplier events held in each partner country and their printed and digital versions (in memory sticks) were distributed. They are also sent to different schools, research/resource/guidance centers, regional and district directorates of educations throughout each partner country.The usage of materials will be continued to be promoted by the partners in the long term. New editions and publications will be done according to the changing needs and demands and they will all be avaliable for the use of the educationists, families and dyslexic students.

"<< Background >>We structured this project as a Cooperation partnership in school education, joining together different institutions and organizations related with education: inclusive schools (Zubeyde Hanim Ilkokulu – Turkey, Agrupamento de Escolas de Fornos de Algodres – Portugal; SCUOLA SECONDARIASTATALE 1° GRADO ANTONIO GRAMSCI - Italy), School Directorates (KOCAELI IL MILLI EGITIM MUDURLUGU – Turkey; Directorate of Primary Education of Thesprotia - Greece), training providers-professional associations (SEN Association – Romania; Dyslexia Association - Bulgaria) and university ( WYZSZA SZKOLA BIZNESU I NAUK O ZDROWIU - Poland), coordinated by Romanian partner. Our project target groups are professionals and parents of SEN and SLD pupils, a vulnerable group that need permanently to be included. The problem of rehabilitation/ development and inclusion of SEN/SLD students this project addresses is of great importance not only in the partner countries, but for many others outside the partnership, because it affects thousands of pupils, their teachers and families-not only academically, but also in emotional, behavioral and social aspects. Some of partners countries had bigger steps towards the desiderate of inclusion, the other plan to learn from them. School inclusion is the first step toward social inclusion. In all partner countries the governments states for inclusive policies for SEN learners, but the effect is that most off these are actually referring to psychical integration of children in mainstream school which is different from inclusion. Most of this pupils who struggle to learn are often excluded from the classroom and extra-curriculum activities because of their poor academic and social skills. Their difficulties cause an increasingly marked lack of interest in all school learning and a decrease in self-esteem, which often results in low academic achievement, early school leaving and insufficient realization in later life, and thus affects their wellbeing. Many of these problems could be solved or minimized, if they have been identified and address properly early enough. But in order to do so, we need trained teachers to recognize and be prepared to deal with their problems and receptive and involved families. Unfortunately teachers are not prepared enough and many of parents are struggling for daily life. The aim of the project is to provide information, support and the opportunity to interact for all actors involved in the life of SEN/SLD pupils of pre-primary, primary and secondary level, professionals as well as parents and to address to the educational triangle: SEN learners - parents - professionals. This educational process can be possible by gathering force, because each partner might have different knowledge: about methods, about organization process, about professional work or family support in order to develop innovative results to be used by all partners and spread among professional community.<< Objectives >>To address the problems we identify by bringing together different educational institution (3 inclusive schools, 2 School Directorates, 2 training providers-professional associations and an university) and putting together all our information, by sharing the experience and good practices, exchanging trainers and trainees our goal is to work on educational triangle: SEN/SLD learners-professionals-parents in order to support these students development and inclusion.So, we set as objectives for our partnership: -To equip 82 international participants from 8 European countries with knowledge and tools as trainers for inclusive mainstream and special school specialist and parents of SEN pupils in 3 different methods; -To increase professional level of 480 teachers/specialist working with SEN/SLD pupils from partner countries by participating to project local trainings/seminars/workshops an e-learning platform on 3 different topics related with SEN/SLD pupils development and school integration; -To support informational and emotional development of minimum 240 parents of SEN pupils through seminars and support groups by offering them information's about potential solutions to their children diagnosis, psychological support and the opportunity of sharing their worries and accomplishments in a safe environment; -To enhance SEN/SLD pupils rehabilitation and inclusion by providing professionals, parents and institutions the opportunity of interact at local and international level through networks and different kind of on-line and face to face events.<< Implementation >>In order to achieve our objectives we will focus on some actions that flows one from another, that will also help the development of our institutions and strength their position in local professional community as resource organization for SEN/SLD. Each partner institution will implement the same action plan at national level:1. Preparing the draft of each of the three teachers Guides (O1) – each international training team2. International trainings (C1-C3) during LTT activities – organised by each host institution for participants from partner countries on 3 different topics, one for each method related with alternative approaches for supporting SEN/SLD pupils' rehabilitation and inclusion', that we identified as a need for out target group and one of the partner was able to deliver: ""Emotional development through art therapy""; ""Intervention in SLD (Dyslexia, ADHD)""; ""Sensory Integration and Moving story method"" 3. 32 peer open observation lessons for teachers and SEN staff from their schools and other local schools, which can be at school or at home, in collaboration with the parent – – 2 conducted by each LTTA participant4. Providing materials for, translating and adapting the Set of Methodological Guides (3 for teachers and one for parents) in each project languages - international participants to the LTTa (O1).5. Recording video lessons for supporting the 4 Guides - international participants to the LTTa (O1).6. 3 local trainings for grops of 20 teachers/specialists (that can be credited by professional bodies, according to each partner need and opportunity) - provided by each partner specialists or by their associated partners for regional community of (SEN) professionals participating to international trainings based on translated Guides for teachers and Video Lessons.7. E-learning course (O2) - also based on the Guides, but delivered to a larger community – by project team and trainers/participants to LTTa8. 3 local workshops for group of 3 parents - provided by each partner specialists or by their associated partners for regional community of (SEN) professionals participating to international trainings based on translated Guide for parents9. Support groups for teachers and/or parents, where the participants will be able to exchange good practices emerging in networks by the end of the project - by project team and trainers/participants to LTTa10. Multiplier event for 35/50 participants - Dissemination Conference at the end of the project, organized in each country where Intellectual Outputs of the project to be presented and spread out to a larger professional community – by project team and trainers/participants to LTTa<< Results >>Being an innovative project we plan during our project both intellectual outputs but also other types of outputs:Three Intellectual outputs will be developed collaboratively by partners are:Output 1: A set of Methodological Guides – 3 guides for teachers and SEN/SLD staff, and one – with practical tips for parents. Each of the Guides will cover a specific topic, providing theoretical knowledge and practical advises.Guide 1: Emotional development through art therapy Guide 2: Supporting pupils with SLD (Dyslexia, ADHD, etc.) in the classroomGuide 3: Sensory integration and Moving story method Guide 4: Practical Tips for Parents All Guides will be available in all partner languages and in English, in downloadable format via project website and FB page, partners’ websites/FB pages.The Guides will be supported by a set of Video Lessons - short (3-5 minutes) instructional videos, presenting separate elements of the proposed in the Guides techniques, to be used as a supporting/illustrative material during the Joint staff trainings (LTTAs), during the local seminars/workshops for teachers and parents. Video lessons will be equipped with subtitles in English and partner languages and will be uploaded on T2H YouTube channel.Output 2: E-Learning Module – will be developed based on the Guides and Video Lessons (O1). The Course will be available via Moodle platform in all partner languages. In addition to all mentioned above there will be some results that is difficult to be measured, but they will be achieved on long term:- Improving the emotional state and social cohesion for pupils with SEN/SLD in comparison with the beginning of the project period;- Improving the professional qualifications of teachers and special education staff which undoubtedly will lead to better academic achievements and increased self-confidence of students;- Increased motivation of the teachers to educate themselves, to take more care of the students’ difficulties and needs and seek new innovative teaching approaches in the inclusive classroom settings;- Improving parents’ awareness regarding the problems faced by their children and their more active involvement in the educational process;- Development of a network of specialists and educational institutions on national and international level (universities, NGOs, schools, etc.) who can collaborate in their efforts to provide better support to students with SEN/SLD and this way to create opportunities for them to reveal their full potential (one of the basic principles of inclusive education)."