"The Teachers AHEAD project is part of Key Action 2 and is part of the Strategic Partnership for innovation and foresees the development and sharing of innovative products and methods. The aspect of the dissemination of innovative results, through the planned multiplier events, is aimed at stimulating the growth of professional skills and innovating educational methodologies. According to this perspective, 5 educational institutions, 2 universities, 2 training agencies, 1 youth organization, provided with the expertise necessary to achieve the project objectives, have been involved in the implementation of the project. The objectives of the project are based on the offer and assessment of key competences and transversal skills, such as digital and citizenship, as well as civic and social skills, but are mainly set out in terms of social inclusion, as envisaged by principles of the European Pillar of Social Rights. The project aims to support long-lasting positive effects, both on the participating organizations and on the networks and individuals involved, with the aim of modernizing and strengthening education and training systems. The actions are oriented to implement and transfer innovative practices in other educational contexts, once tested and validated by the action research group of teachers and trainers involved in the project itself. The actions covered by the project include analysis and educational research, as a personalization of the disciplinary paths and as collaborative learning, and are at the same time unavoidable by an educational strategy based on the ""European Pillar of Social Rights"" in Chapter 1, points 1 - Education, training and lifelong learning and 3 - Equal opportunities, and in Chapter 3, in points 11 - Child care and support for minors and 17 - Inclusion of persons with disabilities. The strategic use of information and communication technologies (ICT), open educational resources (OER), personalized and inclusive pedagogy according to the needs of individuals, virtual and physical mobility represent the resources around which we act, also in terms of action research and as a community of speech. Particular attention is given to active citizenship and legality: being an European citizen implies the awareness of choosing and self-training as a person aware of their rights and as many duties; implies the need to confront and interact positively with the diversity and complexity of different contexts (family, educational, social), as personal growth and elective groups. The project aims to promote comparison and sharing in order to provide young students with growth models based on democracy and the coexistence of peoples, through social inclusion as a model of growth and affirmation; on the themes that the project places as priorities, it is necessary to define in the school and on the paths outside the school, opportunities for interdisciplinary training oriented to the growth and development of a European people able of self-affirming in its diversity. The project intends to promote interdisciplinary and inter-departmental collaboration methodologies aimed at improving the professional development of those who work or are active in the fields of education, training and youth, innovating and increasing the quality and range of initial and on-going training, with the prospect of experimenting innovative teaching practices based on social inclusion and on digital skills and declined in order to facilitate the recognition and validation of knowledge, skills and competences acquired through formal, informal and non-formal learning. Teachers AHEAD aims to train a group of teacher trainers experts in the use of ICT applied to inclusive education, and provided the necessary skills to identify and articulate educational paths including special interest that can be included in the school curricula, according to the following steps: 1- Use the European E-Twinning Platform and the training platform in the Moodle e-learning environment - realized as the Intellectual Output of the previous project, to prepare trainers for the exchange in professional mobility and to collect experiences in terms of inclusive digital education; 2 - To train teachers and actors involved in the mobility of innovative learning practices, such as cooperative learning, the Flipped Classroom and the EAS Technique - Learning Episodes 3-Send teachers in professional mobility in working groups with destination EU countries; 4- Organize series of training meetings to disseminate and support the educational pathways."

Language learning is a very essential matter in today's' world and for a permanent language acquisition, the starting age is very important. As a result of the surveys we have done at our schools with our partners, we found out that vocabulary learning is the most problematic issue in language learning. Students can easily forget the new words they have learned in the foreign language because they don't use them in their daily lives or are confronted with those words in a different context. Experience learns that the difficulty in acquiring new vocabulary is often caused by social environment, puberty and the combination of a lot of school subjects. However, we think that we can achieve a permanent vocabulary learning with small steps by building word towers brick by brick and make it more visual and meaningful for students. As we observe, students can easily remember complex words they come across in computer games and songs and never forget them as they see them frequently. This tells us that intrinsic motivation is an important factor in the acquisition of vocabulary. Taking this into consideration, we based our project on improving the intrinsic motivation for learning. By taking small and meaningful steps we will create a positive learning atmosphere for our students in which we will try to relate to their everyday living environment. We will supply them with opportunities to practise their language skills. We are convinced that when students enjoy this informal learning process the acquired knowledge will be rendered more effectively.We will also create online platforms where students can build their online towers and play online games with their newly acquired vocabulary. They will chat with each partner schools' students and have a chance to communicate in the target language. On a regular basis, students will study different topics and enrich their vocabulary accordingly. They will design clothes, T-shirts, bags etc. so they will be also kinesthetically active. They will sing songs, make rhymes and write poems, so they improve their auditory skills. Thus, we will try to appeal to all senses of our students throughout the whole project and reinforce their intrinsic motivation to learn English. At the end of the project, the students will have gained a lot of valuable experiences which cannot be provided by the normal curriculum.At the beginning of our project we will start with a group of voluntary students. Then, they will present our project to their mates and motivate them to participate in the activities. We will design a computer lab for our project and our (ICT) teachers will be responsible for the technical part of the project. We will also display our word towers here monthly and organize exhibitions to show them to all students. Partner schools will share their experiences and send the photos of their towers to each other.Bernardusscholen will be responsible for carrying out the project. Our partners are Turkey, Italy, Poland and Romania. They have similar vocabulary teaching problems. Following the results of the questionnaires (SWOT analysis), we aim at creating new and effective language acquisition techniques and methods and help our students by sharing experiences with each other. We will organize meetings and mobilities and take some of our students to partner countries and foster their use of language in a different country and in a real life context. Our project will last for 2 years in which we plan a lot of enjoyable activities for our students. This project will provide the students with tools to learn vocabulary more easily. They will be able to use these vocabulary in their towers, posters, songs, clothes and online games easily and they will be proud of themselves. The ability of using language at an early age will also affect their school and social life positively. Moreover, our project will give them a chance to experience new cultures, ideas and lifestyles, generating more self confidence and ambition. We will invite local schools to our school and show them our studies and motivate them to prepare this kind of projects. We will also invite local and if possible national media to present our project. We will share the results and outcomes of our project with other organisations interested in language teaching.Our project will live on after 2 years, since our websites/eTwinning Live Space will remain active. Students will be able to stay in touch with their foreign colleagues to endlessly expand their towers and success.

Our perspective for this project is boosting art capabilities of special children by providing them a creative environment. Our simplest instincts about making decisions like choosing an attire or choosing a recipe to cook is always related to the past experiences. Enhancing life quality is not only about financial issues but also personal preferences of a well-educated person. Why isn’t a special individual able to cook and prepare a premium delicious modern dinner plate? Why isn’t a special person able to set a modern art installation? How about contemporary art on paintings or sculpture or even atonal music? Whereas the organization of a modern art product is based on a plan, sometimes some of the parts include coincidental portions to provide desired complexity based on a general instruction, or sometimes randomizing becomes the main plan.Project MAMA is both innovative and complementary with its artistic side, because art means creativity, and creativity is the key word for future. Youths should be involved in art-related activities throughout their lives to strenghten their personal development. Art has a strong therapeutic effect on our body. It can regulate breathing and blood pressure, and also it improves self-esteem and self-expression, empathy, self-discovery and regulation of time and space management skills. Art supports sensory and mental development. It is an excellent way to improve integration and communication among students, especially among students with autism, dyslexia, and learning difficulties.On the other hand, Project MAMA has a social declaration on people with normal development who are mostly consuming their creative potential by spending their precious time on TV or a smart phone and its products such as social media platforms, mini games, and even on drugs. These obstacles they ignored are enough to direct especially young people to wrong paths in their critical ages, and people in workforce to waste their potentials to become skilled labour. Also individuals who are not involved in fields such as arts and sports during their critical periods will not be able to be creative and efficient for a quality workforce.By increasing special students' competence in hand skills, we will not only contribute to small and large muscle development but also create a tremendous awareness about mental disability by the related street events. Our students will publish and distribute declarations on how to live healthy covering nutrition, social habits and the obstacles that block the potential to succeed. Students will be able to disseminate issues about the various social problems of individuals with normal development via info stands in crowded areas of city centers with the supports of local NGOs related to Disability. They will try to raise people's awareness on these issues with the brochures that are cut as masks with eye holes. Thus symbolically the people who read the brochure are able to see the world with the eyes of individuals who are mentally disabled. Instead of the disability as a subject, putting forward a problem we call as 'social disability' specific to this project for individuals with normal development will provide a marvelous visibility to Project MAMA name and to its purpose, which is to expand Disability Rights. This is a necessary innovative move about spreading out these rights.With the Art Thematic mobilities abroad, each mobility includes 5 day programmes with 4 staff and 4 special students (aged 15 - 21) of each partner:Music in Dusseldorf, GermanyDrama in Madeira Island, PortugalDance in Warsaw, PolandPaint in Manisa, TurkeyDesign/Installation in Rome, ItalyMAMA is also already a modern project thanks to its arranged navigational programme of the mobilities, including some major centers of Europe, and even an Atlantic Ocean island with an area of 801 km². Super special children will achieve a tremendous success in performing artistic and intercultural cooperation. This achievement will contribute to arise the necessary synergy to succeed in any area of life for any member of societies, despite any disadvantage.As in our schools too, Special Education Needs should be mainly centered on self-care skills, academic qualifications, competencies in social activities such as sports and arts, and socialization based on active citizenship principle. Accessibility, Participation, Equality, Employment, Education and Training, Social Protection, Health and External Activity; these are the clauses stated in the EU Disability Strategy, and with all these clauses, we have a long way to spread out the most accurate cure(!) ideas for society to embrace the disability rights world wide, and to ensure that these ideas are parts of social community. This is why it has to be carried out transnationally and not only based on this partnership's needs. Beyond tolerance or compassion, the Disability is a matter of having the necessary rights.

"Educational innovations are advancing and teachers are aware of the need to introduce new learning methods and approaches, especially those that adapt to the new teaching needs. Technology in well-implemented education provides important advantages and motivates students while improving social behaviour. This project aims to incorporate several technologies that modernise the school and train European students in key competencies. The IES MEDITERRANEO (Spain) as coordinator proposes this project to provide teachers with new teaching tools in accordance with the education paradigm that causes more technology and new methods to be implemented in the school and for students to acquire the necessary digital skills for its development in today's society. The consortium is completed with three more schools: Sultantepe Ortaokulu (Turkey), Scoala Gimnaziala Maria Rosetti (Romania), Istituto Professionale di Stato ""Maffeo Pantaleoni“ (Italy) y un centro tecnológico: Asociacion de Investigacion de la Industria del Juguete, Conexas y Afines - AIJU (Spain).This project aims to improve demonstrate in practical implementations that educational innovation in the school provides better academic performance, developing the creativity of our students. It is also intended to address gender considerations in this project, so that girls are also interested in the so-called STEM careers. The factors that influence these decisions will be addressed and inclusive activities will be programmed to help increase girls' interest and commitment to these careers.The Consortium consists of four schools and a technology centre that, together, will provide synergies and added value for the development of the project. This project justifies its transnationality by the fact that each partner will specialise and lead at least the development of an intellectual product.The project will last two years, in which six intellectual products will be developed:1. Educational robotics.2. Educational drones3. “Flipped Classroom Toolkit” or Inverted class toolkit.4. “Educational Breakout” or gamification that encourages learning5. ""Visual Thinking"" or Visual Thinking.6. eLearning platform.Short-term mobility was also planned for teachers in which they will learn technologies and methodologies that will be implemented and developed in the project. Four short-term mobilities for students have also been planned, where six students and a teacher from each school will visit the rest of the schools.All the activities that will be prepared will have the objective of learning through projects, will be inclusive and will promote: student cooperation and peer learning, creativity, critical thinking, and social relationships. This project is innovative in that the objective is not only to integrate technologies but to create useful tools for student development, avoiding poor performance and dropping out of school."

<< Objectives >>This project aims at fostering social inclusion, cohesion, belonging to the local and European community, and contrasting early school leave, through the music teaching to a diverse and intercultural group of at-risk students from Modena's high school. There are also going to be two concrete results: the development of an open-access platform for digital teaching and learning of music, and a longitudinal study that will be open access and with a replicable methodology to reproduce it.<< Implementation >>This project will implement music laboratories, masterclasses with internationally renowned musicians, and open concerts, for what it concerns the musical activities. It will produce a web and mobile app, through the work of the Polish partner, for the digital teaching and learning activities. It will produce a study to measure the impact of the project on the objectives. It will train the teachers to interact effectively with a diverse group of students.<< Results >>We expect this project to mitigate the feeling of social exclusion and marginalisation, especially in learning contexts, that the students who will be a part of the orchestra face. We expect them to improve their musical expertise, and the Polish students to gain first-hand experience on programming an app. We expect the creation of a benchmarking study to measure the success of the project, for its dissemination. We then expect the project to become a model to be reproduced at least regionally.