"Summary and objectives of the projectNatural resources may be further classified in different ways. Natural resources are materials that you can find in the environment. Every man-made product is composed of natural resources (at its fundamental level). A natural resource may exist as a separate entity such as fresh water and air, as well as a living organism such as a fish, or it may exist in an alternate form which must be processed to obtain the resource such as metal ores, mineral oil, and most forms of energy. Using environmental sources efficiently means ""using the Earth's limited resources in a sustainable manner while minimising impacts on the environment. It allows us to create more with less and to deliver greater value with less input."" In order to protect the natural resources EU applied measures. By 2020, the EU aims to reduce its greenhouse gas emissions by at least 20%, increase the share of renewable energy to at least 20% of consumption, and achieve energy savings of 20% or more. All EU countries must also achieve a 10% share of renewable energy in their transport sector. Through the attainment of these targets, the EU can help combat climate change and air pollution, decrease its dependence on foreign fossil fuels, and keep energy affordable for consumers and businesses.The 2020 package is a set of binding legislation to ensure the EU meets its climate and energy targets for the year 2020.The package sets three key targets:20% cut in greenhouse gas emissions (from 1990 levels)20% of EU energy from renewables20% improvement in energy efficiencyAs a part of this strategy in this project we are working with primary schools and kindergartens and we aim to inform them about the importance of the environment and nature and we also aim to increase their awareness on recycling, natural resources and also protecting the environment and saving energy.This is a Project about the biggest problem; misuse of natural resources. We all need these natural resources in order to live. Just like everything else, natural supplies also have an end and if we don't stop wasting and start using more wisely all these supplies and keep polluting them, they will soon vanish. We will have nothing to inherit to the posterity. On the other hand this is the responsibility of all people and the best way to educate them is from an early age. The most important aspect of the project is giving the sense of importance of the environment to our youngsters who are the adults, governors, presidents and ministers of the future. As we are users of the etwinning platform we will share all our activities and findings on our etwinning project and twinningspace.Description of the activities:Our project will improve children's creativity, presentation and artistic skills and they will start to care about the environment; they will start to recycle/reuse waste materials, they will create their own stories. they will improve or brush up their artistic abilities with the help of the toys and objects they will create and also with the help of the dramatizations and small sketches. Teachers will establish new friendships for future projects and also improve their teaching abilities by observing various teaching methods in different institutions. Students will learn new phrases in the target language and teachers will improve their English skills, as this is the project's communication language. Our methodology will be inquiry based learning ""Students can work by themselves, or as part of a small or large group. Inquiry itself typically involves methods such as discussion and guided research. You can also provide content in form of text, audio, video and virtual or physical manipulatives such as building blocks""(https://www.prodigygame.com/blog/inquiry-based-learningdefinition-benefits-trategies/#strategies)Participants:25 pupils from each partner kindergarten or primary school. They will work with their responsible teacher according to the mini projects that are chosen and they will actively participate in them. They will also need their parents' help in order to research and sometimes they may need the help of professionals from different institutions like universities, research centres etc. which will visit them to inspire them on both artistic skills and also the effect of the environment on our lives, the effects of recycling, saving energy and the importance of renewable energy.RESULTSYoungsters will increase environmental awareness and they will develop artistic skills and a point of viewAll the participants will abolish prejudgementsTeachers will improve teaching skills and setup future partnershipsImprovement of ties among parents/pupils and teachersImprovement of L2 skillsPromoting environmental awareness and results of misuse of resources to the public"

"<< Background >>The information and communication technologies provide young people and especially the Disabled youngs and teachers with tools and resources that can transform the history class. These technologies enable them to conduct a transverse, plural reading of history by giving them access, on an equal footing with historians, to original documentary sources, transcultural interpretations, conflicting data and multiple perspectives. Helped along by their teachers, disabled young people thus learn to ascertain the degree of validity and reliability of the documentary sources consulted. They must also learn to transcend the essentially narrative aspect of history to secure a transverse and comparative type of history.Basically, the educational support needed for such learning processes requires teachers to adopt new roles and become, amongst other things, guides and mediators.The EU 2025 education strategy stated that the EU needs a sense of urgency to address emerging trends in digital tools and prepare for socio-economic changes brought about by these by encouraging the modernization of education and training systems. Additionally, the European Union Youth Strategy 2019-2027 strives to enable young people to be architects of their own lives, support their personal development and growth to autonomy, build their resilience and equip them with life skills to cope with a changing world’. Therefore, the EU’s strategies for future technologies and data aim to encourage businesses to work with, and develop, these new technologies, while at the same time making sure that they earn citizens’ trust.Nearly in all of the EU, disabled young people are typically taught ‘’history’ through tutorials and classical methods. Even there are millions of Open Education Resources (OERs) to promote these. Yet, %80 of them fail in the process because it is not understood what gamification tools are. The Eurostat 2020 statistics found that 23,9 per cent of young people are disabled and lack the full basic digital skills. 4.3 million (8%) have no basic digital skills at all. ⅔ large enterprises indicate a shortage of ICT specialists in the labour market (DESI 2020). The overall objective of the project is to develop a course on understanding, teaching History through gamification to disabled young students, and teachers through gamification, and blended learning approach.<< Objectives >>The concrete objectives of the project are:– Supporting the capacity building of mainstream and special education history teachers in primary and secondary education;– Supporting teachers and improving their key competencies by using gamification in the history classroom;– Creation of gamification software and tools related to history topics;– Digitalization of the gamification tools by the creation of a gamification platform and a mobile application;– Supporting teachers in using and sharing effective methods in learning and recognizing history for students with fewer opportunities (visual problems, hearing problems, intellectualproblems аnd dyslexia), addressing the opportunities and implications of digitalization;– Fostering inclusion of students with fewer opportunities;– Fostering equality in learning history for students with fewer opportunities;– Promoting intercultural dialogue and strengthening knowledge and acceptance of diversity in society;– Recognizing and validating the work of history teachers in non-formal and informal learning on European, national, regional and local levels;– Promoting diversity, intercultural and inter-religious dialogue, as well as the common values of freedom, tolerance and respect of the human and social right<< Implementation >>The following activities will be performed under the item Project Management and Implementation:Phase 1: Preparation – detailing project management structure, process preparation.WP1: Project ManagementActivity 1. Designing a strategy management system with a financial plan for coordination and consultation.Activity 2. Developing a communication and visibility plan for the project activities.Activity 3. Organization of a kick-off coordination meeting of the project partners in order to confirm each partner’s role in the action plan and define the initial documents.Activity 4. Backstopping and support with a monitoring and evaluation system for the whole duration of the project.Activity 5. Marketing and preparation of visibility materials (banners, brochures, branded notebooks, photographs, media coverage)WP2: Research and training needs assessment of direct target groupsActivity 1. Organization and Implementation of R1, 2 and, as well as LTTA.WP3: Technical preparation of dissemination tools for promotion (webpage, social media profiles, etc.)Phase 2: Implementation - production and testing of intellectual outputs, organizing LLTA and multiplayer events.WP4: Dissemination of the project (implementation of communication plan-WP1)Activity 1. Developing a database of contacts from the press, schools and other relevant stakeholders.Activity 2. Developing up-to-date press packages and scheduling interviews, recordings of project activities etc.Activity 3. Articulation of information and data for the wider audience.Phase 3: Finalization and sustainabilityWP5: Developing a support network for HR knowledge and ensuring sustainability.Activity 1. Taking specific measures for the internationalization of the program and ensuring sustainability.Activity 2. Monitoring and evaluation of participants' progress.WP6: Visibility, finalization and closure of the projectActivity 1. Preparation of a final financial report.Activity 2. Preparation of a final narrative - qualitative report.Activity 3. Organisation ME.<< Results >>1. Production of gamification content on the basis of historical facts;2. Publications, brochures, reports that will result from the mapping of the current situation related to gamification for persons with disabilities, making comparative analysis with the situation in the partner countries about this specific topic;3. Digitization of gamification content and creation of gamification tools accessible to all history students (with and without disabilities);4. Development and creation of an OER in the form of a gamification platform with gamification plug-ins adequate for students with disabilities (creating audio and Braille materials, sign language support, materials using dyslexia fonts and specially modified books);5.Creation of a mobile application in a form of a quiz on important historical and cultural facts;6. Updating the learning management systems of the Universities, schools and organizations (included in this project) with gamification plug-ins;7. Training of trainers for gamification methods for disabled students in history;8. New teaching methods and open pedagogy approaches;9. Increased access to e-materials;IMPORTANT: All those tangible results will have variety in them because we will work with different types of disability. So, each material will consist of different elements for differenttypes. For example, in the mobile app, there will be specific and different items for ""Visually Impaired, Deaf, Autistic, Mentally Disordered"" students.II Intangible project results:– Preparing university staff, school staff and NGO staff for the development of OER and digitization of gamification content;– Creating equal opportunities for disadvantaged groups to use this OER;– Improving the professional skills of staff working at universities, schools and NGOs and training them to use the OER and gamification platform and transfer the information from this OER to their students or other people interested in gamification in the classroom;II Intangible project results:– Preparing university staff, school staff and NGO staff for the development of OER and digitization of gamification content;– Creating equal opportunities for disadvantaged groups to use this OER;– Improving the professional skills of staff working at universities, schools and NGOs and training them to use the OER and gamification platform and transfer the information from this OER to their students or other people interested in gamification in the classroom;– Raising awareness about gamification and its benefits;%80– Greater understanding of diversity; %70– Improved social inclusion of disadvantaged learners; %70– Increased IT and media literacy skills in HE, schools and NGOs; %80– Improved connection between different types of formal and non-formal learning; %80– Increased motivation; %80– Increased opportunities for the business sector; %70– The increased quality of HE education and school education; %80– Increased competition on the labour market %70Learning Teaching, and Training Activity. During the project, we will organize 1 Learning Teaching and Training activity. The LTT will be for the students from our schools, and associations. Besides, the ‘’Results will serve as online live LTTAs,Dissemination will include various dissemination activities, e.g. 6 Multiplier Events, 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements: Implemented an outreach (social media and educational) campaign about the AI stage in the EU —min 100.000 persons to be reached. (For more details, see the ‘’Dissemination’’ section)."

"The idea behind, "" Be proud- be a scout² is to convey the ideas of scouting for students and the common life in school. Today, a lot of students have no values in their life and no orientation, this is the same in regular and also in school for students with specila needs. This project, give the chance, in an interesting and powerful fram, to work on this target to learn about values in a comunity.The group is a mixture of regular students from Portugal, Greece, Finland and some students with behaviour, larning and social problems(Germany, Finland) and with visual problems/blind students(Romania).The idea for this project came from the camp experiences from Schule Haus Widey. They practice this method, going outdoor and live and cooperate in a group outside, for more than ten year with succsess. They want to share their idea and impliment more the importance of values in this project together with the other schools.The ideas of Baden- Powell, founder of the worldwide scout movement, are the foundation of this project, Here are the most improtant parts, wich are implement in this project:1.)Meet each person with respect and treat him well like brothers and sisters.The group have to learn to show each other respect and equality, especially in the view of special needs.It should become normal, to look, what each other need for help and work together to come to a good result.2.) I´m polite and we help each other, if help is needed.Helping each other is not regular in our school system today. Also to learn to seen, where help is needed and where he/she can do it on it´s own. This point is important for students and for teachers, because sometimes teachers have to learn, that students have to make their own experiences.3.) Learning by doingmake a lot of experiences in practice in outdoor life. Also make experiences in living together with other nations and other difficulties.Make new experiences by staying outside and learning technics of bushcrafting.The socila aspect, to be interactivw and helpful for students with diffenrent special needs, is one aspect of practical learning in this inclusive project.4.)Finish your work, even if there are difficulties in your way.A lot of students start often with a task, but have a lot of problems to finish it. A lot of students today have less staying power, but in this outdoor project, they have to finish their work, if not, there is no chopped wood for the fire camp, no meal is cooked. They can learn by own experiences, that´s very important ti finish a work in a group. We try to tranfer this into school life.5) Live simple and respect the nature.In our technical and very fast world, it´s a good thing, to show the students and teachers, how simple life and slow down can be beatutiful and help, to relax and get new energy for everyday life. A lot of students don´t stay outside normaly or only know the life in a city. To get a positive feeling for nature you have to live with the nature,. on this way, the group learn to care for nature.In the project is cooperate identity very important to fel like a group. We give ervery participant a scout scarf, if he travels or not. Also you can collect some patches for different activities(visit other countries, making fire, cooking on fire, ....) The participants can show on this way their succsess in the project.In the workshops for teachers, they learn, how to organize a camp( indoor and outdoor), the importance and the transfer of the rules from Baden- Powell, technics in outdoor avtivities, bushcraft experiences and first aid for outdoor. Together they develop a concept for the camp work in this project and specialize it for their school, with the view on their needs, students and possibilities. The come together and inclusive idea of students with and without special needs is not only part of the project it´s also a idea of ² learning by doing². To get a good result in your outdoor activties, you have to look at each other and to help, where help is needed. A lot of point from the rules of scouting and the project is in the idea, to stay , live and work together. The group have to grow together, that you look more on the strengh than on the needs of each person.This project combines new üaedagogical ways for the schools and new ways, how to teach and make new experiences with values in such a group.The group, the adventure in the outdoor and work and challange to be in nature will be the way to transfer new values to students and teachers."

Throughout the EU, accommodating the educational needs of the blind, partially sighted and dyslexic are at different stages of evolution. Some countries abandoned segregation more than 30 years ago in favour of mainstream inclusion. Other countries have kept special schools at various educational levels. Mainstream inclusion is driven by demands from parents, economic pressure from legislators, and ambitions amongst disability organisations, the UN and others.Teaching the blind, partially sighted and dyslexic requires significant skills in areas of alternate media, assistive technology and pedagogical principles of teaching someone who lacks vision or is unable to form meaningful words and sentences out of letters. Teachers need to know how best to teach subjects such as algebra, geometry and music to the blind, partially sighted and dyslexic. Obviously, educational material in alternate formats (e.g., Braille, large-print, audio) must be available.In countries with special schools, knowledge of pedagogical principles, methods and aids is widely available. Elsewhere, such knowledge is fast eroding. Furthermore, countries about to transition towards mainstream inclusion lack knowledge about adequate digital infrastructures and support systems. In all cases, efficient conversion of educational material into alternate formats is crucial. This project aims to facilitate transnational knowledge interchange of teaching principles and practices, good inclusion practices, and efficient alternate media conversion.The objectives of the project were- To document pedagogical principles, methods and tools for teaching the blind, partially sighted and dyslexic.- To document good inclusion practices.- To create e-learning material to help students, teachers and relatives in mainstream education create alternate versions of educational material.- To disseminate the result of the projects to improve mainstream education and further support inclusion, self-sufficiency and independence of those withspecial needs.8 partners have been carefully selected to represent educational levels, disabilities, inclusion practices and learning technologies:SynRef (DK). National resource centre for blind and partially sighted children and youth. Project coordinator.SPS (RO). Segregated special school for partially sighted children.DABG (BG). National associating supporting dyslexic children and their relatives in basic education.POT (CY). National association closely integrated with special school for the blind and partially sighted, providing mainstream support.GNW (HU). Company specialising and training mainstream teachers who teach children with dyslexia. Associated with Hungarian Academy of ScienceANS (IT). National association for the visually impaired providing support for the blind in mainstream education at all levels.NRCB (BG). National rehabilitation and training centre providing segregated vocational training for the blind and partially sighted.Sensus (DK). Research-based consultancy company specialising in alternate media, learning technology and accessibility.All partners have experience from transnational projects. Key activities have been assigned a lead partner with experience in the particular topic, while otherpartners will contribute.The project have produced the following intellectual outputs:- A set of educational guides covering fundamental principles, practices, educational material and teaching aids for selected subjects for the blind, partiallysighted and dyslexic;- A catalogue of good inclusion practices in select areas; and- A set of learning objects on how to use the free RoboBraille alternate media conversion service.In addition, the project included project management activities, dissemination activities and project evaluation activities. Different methodologies were used in the various parts of the project. Educational guides were based on current practices amongst practitioners. Good inclusion practices were based on published reports and qualitative interviews with key stakeholders. RoboBraille e-learning will be an adaptation of an existing course into a set of standardised learning objects. Project results were disseminated on websites, learning asset databases, at relevant conferences and publications, and other channels.The project aim at the following results and impacts:- That blind, partially sighted and dyslexic students be offered mainstream education by qualified teachers at all levels in the same quality as students withoutspecial needs.- That mainstream inclusion in education be supported and implemented based on good inclusion practices.- That efficient digital infrastructures be created to support independence and self-sufficiency of those with special needs in mainstream education.It is unlikely to be possible to measure the full impact within the scope of the project. However, the project have conducted a series of pilot tests to substantiateimpact.

<< Background >>The project STEAM in the secondary school with no barriers for blind and visually impaired pupils, has been created to generate in Spanish schools, including the partner university, inclusive classrooms with a diversity of students with different profiles, especially students with visual impairments. The school partnership includes three schools specialized in this student profile, the collaboration and exchange of practices will serve to generate experiential classrooms within technical subjects such as science, technology, engineering, mathematics and arts (STEAM), subjects that have often been cited as difficult for students with visual impairments.The centers specialized in students with visual impairments, the partner university, the Canary Islands high school with students with various disabilities, including severe disability profiles, and the coordinating center in Burgos will generate classrooms of full integration, with students of diverse profiles, working in STEAM subjects in a cooperative system and seeking a full integration of all students, working on equal opportunities without differentiating students by abilities, religion, sexual identity or gender.Within the specific needs for STEAM material for visually impaired students, the project will address the following needs;1.- Generation of material with technical notation in audio and Braille format and to be able to include it in conventional schools.Access to visual resources. To develop online and public formats accessible to visually impaired students in STEAM subjects in an alternative format to the usual one.3.- Development of oral explanations for the understanding of visual concepts.Experimenting without vision: some aspects of participation in classroom activities, inclusive experiments among students with and without disabilities.5.- Creating teaching methods for STEAM subjects and being able to develop activities in integrated classrooms. 6.- Real experimentation in integrated classrooms and generation of teaching strategies, highlighting in this the need for teacher training to equip teachers to overcome these problems.There is also a need to generate a specialized training for undergraduate and master students in teaching within the profile of students with visual impairments, this project addresses this training through specialized partners and the O.N.C.E., collaborating entity.<< Objectives >>1.- Diseñar aulas inclusivas incluyendo todo tipo de perfiles. Aulas inclusivas que muestren el desarrollo de asignaturas STEAM y talleres entre alumnos de diferentes perfiles integrados y trabajando en sistema cooperativo.2.- Adaptar aulas , recursos, medios y métodos en colegios societarios para poder diseñar proyectos educativos de aula inclusivos.3.- Formar a alumnos de grado y master en metodologías para alumnos con discapacidad visual mediante la experiencia desarrollada en el proyecto en los colegios societarios.4.- Difundir el proyecto entre profesionales del entorno a través de los centros de formación de profesorado de Burgos y Lanzarote, a través de sisones internacionales generadas por la Universidad de Burgos y a través de los foros en etwinning y el twinspace entre profesionales educativos europeos para poder crear sinergis futuras entre ellos y de esta forma mejorar el desarrollo de una educación diversificada.5.- Generar material audiovisual entre los socios que pueda servir como fuente de recursos para poder mejorar y diseñar talleres específicos en cada centro.6.- Evaluar la aplicación desde una perspectiva experiencial a materias STEAM en aulas inclusivas.7.- Reforzar la red erasmus entre centros escolares para los socios participantes.8.- Reforzar el trabajo en red de los profesores y alumnos participantes y motivar esta forma de trabajo entre alumnado con discapacidad visual y discapacidades diversas.<< Implementation >>The schools will design STEAM activities for students of different profiles and abilities, obviously Lanzarote IES and specialised schools will focus on the profile of their students. The schools will publish STEAM activities and subject development through the project twinspace, and these publications will serve to generate learning and exchange of good practices in the schools. The activities will be designed so that students, regardless of their abilities, can acquire key competences in STEAM subjects, generate inclusive classrooms for all types of students and design activities for cooperative work between students.The project designs three LTTs between students in order to develop in an experiential way all this shared online experience, these three LTTs will be used to evaluate the shared online activities, to evaluate the real effectiveness of these activities and to correct and improve their application, being absolutely necessary these experiences in order to evaluate in a real way an inclusive classroom formed by European students, globalizing in this way the education in Europe, both by nationalities and by abilities.The whole experience will be public, open to comments, trying to make European teachers aware of the need for training and adaptation of the classroom to an inclusive system.In the LTTs for teachers, the aim is to train teachers from the partner centres, but also to disseminate and have an impact on the professionals in the surrounding area through training sessions held at the Faculty of Education in Burgos and the teacher training centres in both Burgos and Lanzarote.<< Results >>1.- Document good practice guidance on converting technical information into accessible formats and, where such guidance is already available, ensure that it is widely publicised and used.2.- Document good practice related to the creation of visual resources for learners with visual impairments. 3.- Document good practice related to cooperative work in classrooms with diverse learner profiles. 4.- To investigate in a practical way the effectiveness of tactile materials and whether students are equipped with the appropriate knowledge for the effective development of workshops designed to use them efficiently.5.- To generate dissemination through etwinning among European education professionals about the possibility of creating classrooms with the participation of students with visual impairments in practical lessons such as experiments and observations, integrated classrooms among students with different abilities.6.- Identify or offer guidance on teaching methods to optimise the experience of students with visual impairment in the classroom.Develop training to increase the confidence of teachers/lecturers in teaching technical subjects to students with visual impairment. The design of this training through the creation of networks of teachers, getting them to share ideas and good practice, workshops or online courses and sessions between undergraduate and masters students, professionals from specialist schools and the O.N.C.E team led by D. Jaime Muñoz in the two LTTs in Burgos and Lanzarote. 7.- Improve communication between students and teachers so that teachers are aware of the needs of students with visual impairment.To carry out and publish the effective interventions in the teaching of STEAM subjects to students with visual impairment and integrated classrooms carried out in the LTTs among students.