The SNIDeR (Special Needs, use ICT, Drop papers) project hopes to be a compass of new tools and methodologies to do an effective integration in classrooms of all students with special educational needs and without, introduce the idea of a Personal Learning Environment (PLE ) through the building of an electronic portfolio (e-Portfolio). The key words of the project are: ICT; colaborative practices; curriculum articulation ( languages, history; art; economy; biology; ICT).This project is complementary to other projects in the 5 partners schools, and we all want to improve inclusion education with ICT, know new cultures and share new ICT tools in innovational education. Each institution has a team of teachers with high skills in education and they decided to cooperate and share their good experiences. The project as different target: students with special needs, different countries and regions, that believe that local development bring global improvement and overall improvement brings local improvement. The applicant organization, Portugal, Agrupamento de Escolas de São João da Talha promotes an official education and training system. It has a deep experience in integrating ICT, using of b-learning and a good experience with special needs inclusion, social inclusion, racial, gender and linguistic projects. The other partners have experience in European projects and have the same goals on improving teaching with ICT and collaborative work.Besides the direct impact on the students and teachers participating, the project will have a direct and an indirect impact on the partner institutions on innovation in teaching: promote on service training for teachers, improve the teaching/learning environment, improve cooperation and collaboration between teachers and teachers and students, increase the use of new teaching and learning resources integrating ICT, use of new teaching and learning methods, greater commitment of students and parents, increase the number of successful students with and without disabilities, improved the quality of the education and inclusive education in partner institutions; make our schools a reference at the national level for the inclusion of students with special educational needs.The Project objectives pursued and achieved were:O1. Increase school success in integration of students with special needs in regular classroom;O2. Promote interaction between students with and without disabilities and teachers who act as role models for social, behavioral and learning skillsO3. Increase level of digital competence for teachers and students;O4. Reduce the weight of student backpacks by creating digital resources for learning;O5. Increase awareness to the sustainability of the planet by dropping paper;O6. Increase competence in communicate on foreign languages;O7. Increase teacher's professional competencies.The project has involved directly through participation in LTTA mobilities 57 students and 47 teachers.

<< Background >>In this unpredictable world, the pandemic become a great chance to remember and get aware of the skills that students need, such as decision-making, digital literacy/readiness, creative problem solving, critical thinking and perhaps, above all, ability to adapt. Adaptability must be built into our educational systems in order to ensure that those skills remain a priority for all students. However, the use of technology in recent years is mainly for consumption. There is a new generation that uses technology only for social media or games. Particularly, in the 21st century we aim to grow a generation that produces technology rather than consuming it by spreading the different dimension of technology and raising awareness to digital literacy/readiness with our project. At the same time, we aim to enhance the way children can gain a scientific perspective on problem solving and raise a creative and self-esteemed pupils who thinks analytically and never hesitates to try and finally produce many times to spread this enhancement at local, regional and international sense. Coding and 3D training are officially implemented in 12 countries. The Year of Code was also declared in England in 2014. This is part of the initiative to raise awareness of teaching coding and 3D in the European Union. The lack of qualified tutors in schools is the biggest obstacle in digital literacy/readiness coding and 3D printer. Particularly, in pandemic term all world faced with how digital literacy/readiness is important in education. With our project we desire to make awareness regarding the importance of digital literacy/readiness, coding and 3D printer usage in education forteachers, students age 12-16, parents, curriculum providers, decision makers, Ministry of Education, universities and NGOs. As an applicant partner we want to reshape and enrich our teaching and learning process through richen our digital literacy/readiness, coding and 3D printer implementations at international level. Our desire and needs are common with our partner countries. We all need to; * enhance our 21 st century skills, *gain lifelong skills, *enrich curricula, *reshaping strategies and techniques in teaching-learning process, *raise qualified generations for future employment, *add EU value and quality to our organizations, * increase academic success, *having smart growth, *developing creativity, communication and team-work skills, *exchanging good samples in digital literacy/readiness, coding and 3D implementation at international level, *serving 2021-2027 EU targets in education, *producing various educational materials to integrate our curricula, * make awareness to digital literacy-readiness in education, Thus, within sectoral cooperation with university, training center partners and school partners, we will all have a great opportunity to exchange implementations in various perspectives. Applicant country is Poland. Partners are Portugal University, Finland, Turkey and Italy training centers, Turkey Yeşilsu VET school and Estonia. Involved partners are teachers, students age 12-16, university staff and trainers. Stakeholders are around school teachers, students, local community, university staff, teachers, decision makers, NGOs, trainers, Ministry of Education, curriculum providers, students and parents.<< Objectives >>To expand awareness of all kinds of personal, professional, general skills in all partner organizations and technology professionals working in the field of information to improve their level of knowledge. Professional trainings with the support of our university and training centre partners' professional experts and the acquisition of high quality technology skills and competencies. Enriching the participants' teaching practices and expanding the diffusion network. Increase the level of knowledge and skills on digital literacy/readiness with coding and 3D printer implementations on children age of 12-16. Involving national and international projects with coding and 3D printer productions. Producing creative and innovative ideas/implementations with coding and 3D printer. Providing visibility of our organizations at local, regional and international phase. Creating various educational materials and our production result of the project. Through short-termpupils exchange, enhancing students’ digital literacy, meeting innovative implementations and classroom atmosphere, improving language skills, creativity, communication, problem solving skills and collaboration also self esteem, self efficacy and self respect. Through short-term teacher trainings, acquiring professional knowledge and experiences, enriching curricula, reshaping practices, gaining 21st century skills, learning innovative approaches in digital literacy, enhancing colleguality, gaining professional development, being expertise in coding and 3D usage, Providing more contacts at each level with stakeholders and opening up new horizons for more people internationally. Gaining comprehensive pedagogical, social, linguistic and cultural diversity. Serving to EU 2021-2027 targets as improving digital literacy/readiness, lifelong learning skills, raising qualified individuals for future employment, *Disseminating all project activities, impacts, outcomes, production result, e book and EU funding projects as many people as we can at local, national and international level. *Gaining EU value and citizenship, *Making strong contacts with partners for future works.<< Implementation >>In order to meet our needs, objectives and reach our goals with our project we will implement various activities in different stages of our project. All partners will work collaborately with strong communication and will adhere to timing of each activity for the success of our project. After the project approval all partners will announce it on their official website. Setting up project managements teams. Signing contract with coordinator country National Agency. Arranging online meeting on Zoom/Skype once a month with partners. Setting up project website, e twining (for schools), scientix eu (for schools), social media accounts. Arranging meeting about our project details for teachers, students, parents and school management team. Creating project's logo, posters, leaflets and brochures. Setting up Erasmus corner in each organization to make awareness to our project and also for EU funding projects. Three online transnational meetings will be done to plan, trace and discuss all project activities, deadlines, duties, dissemination activities, impacts, results of the activities etc. Three short-term joint staff training events (total 48 teachers) will train the project partner countries involved in the project in order to enrich their knowledge and experience in digital literacy/readiness, coding and 3D printer practices. Two short term pupils exchange (on the total 16 students and 12 accompanying teachers) and share good samples and implementations of projects and gaining new knowledge and experiences. 4 virtual meetings for teachers (total 48 teachers) and 2 for students (total 24 students) will join virtual meetings who do not involve to LTTAs, all project activities will be implemented on virtual atmosphere with other partners for three days. Disseminating activities after LTTAs and virtual meetings such as workshops, seminars, meetings, online webinars at local and national level to the target groups and stakeholders of the project. Arranging Multiplier Event (applicant country only) to introduce project activities, impacts, results, production result, e book and EU funding projects at national and local level.<< Results >>We firmly believe that with cross sectoral cooperation we will be; *encouraging team-work, communication, collaboration, creativity and using technology for productivity, *developing students’ perspectives on how to solve problems with digital tools, use them fruitfully for innovative ideas/projects, planning their future careers for future employment, *creating various educational materials in LTTAs and virtual meetings, *making awareness to digital literacy/readiness, coding 3D printer usage in education to teachers, students, parents, curriculum providers, local community, NGOs, Ministry of Education, universities. *serving 2021-2027 EU targets in education as lifelong learning, digital literacy/readiness, future employment with qualified generations, foreign language development, * providing positive impacts on participating organizations, target groups and stakeholders of the at international level in the era of digital literacy/readiness, *rising academic success %50, smart growth of organizations %50, developing digital literacy and readiness %60. *involving national/international projects with new and innovative products in coding and 3D printer.*running into 4000 people and make awareness to digital age and its necessities in education. *handing out 100 brochures, 100 leaflets, dissemination materials 100 notebooks, mugs, flash drive etc. *experiencing various teaching practices, implementations and classroom atmospheres at international level, *gaining cross cultural integration, EU value and citizenship, *learning more about formal and informal education, *increasing visibility of each partner organization at local, national and international level, *introducing EU funding projects to wider community, As for concrete outcomes we will create production result, e book, robots, drones, LEGO education and educational materials. Our production result includes an educational computer program based on the programming language of Scratch and Tinkercad that will be a good sample for everybody who deals with in this field. We hope that the project will achieve successful results, that the project's production result and e book will be useful in various educational organizations, and we expect to draw attention to digital literacy/readiness, coding and 3D printer implementations in education.

CONTEXT/BACKGROUND OF PROJECT/OBJECTIVES Autism spectrum disorder (autism) affects about 1 in every 100, and impacts all aspects of the individual’s experience, including how they learn. Children and young people with autism share common education needs with all other children, and are entitled to a high quality education. However, they have specific, special needs resulting from the characteristic difficulties in autism regarding communication, social understanding, inflexibility and sensory processing. Education has been identified as the key area of intervention for those with autism, and meaningful access to effective education is crucial. Teachers need a range of skills and strategies to meet the needs of these learners, and providing effective education has been identified as challenging throughout Europe, and in Central & Eastern Europe and the Balkans in particular. Work undertaken by project partners in previous and current strategic partnerships has identified areas of good practice and training/development needs. This partnership focuses on developing appropriate training to support effective teaching, to ensure the inclusion of learners with autism in Croatia, the FYR of Macedonia and Poland. OBJECTIVES - To map current good practice and areas needing development with regard to the educational inclusion of children with autism in Croatia, the FYR of Macedonia and Poland. - To develop a model training programme and materials for specialist teachers, providing them with skills to effectively support the educational inclusion of children and young people with autism in these countries. - To use these materials to pilot the programme to specialist teachers from the range of educational settings in Croatia, the FYR of Macedonia and Poland. - To evaluate the appropriateness and effectiveness of the materials and the impact of the training using quantitative and qualitative data collection and analysis. • To share the programme, tools and materials with stakeholders and make recommendations to national policy-makers in these countries, and more broadly across Central/Eastern Europe and the Balkans and Europe as a whole. NUMBER/PROFILE OF PARTICIPANTS A minimum of approximately 3000 persons will benefit from/be the target of the project’s activities during its 2-year lifetime. It is expected that this number will increase greatly in the years following the project as a result of the exploitation of the materials. These will include specialist teachers, individuals with autism and their families, professionals and policymakers. ACTIVITIES a) Initial mapping exercise, including survey of specialist teachers b) Development of curriculum/programme c) Testing of materials through provision of training d) Evaluation e) Revision/finalisation of programme f) Dissemination METHODOLOGY The project undertaken by this strategic partnership will utilise a collaborative, action-based methodology, and will be evaluated using a mixed-methods, evidence-based programme evaluation approach to data collection and analysis. This methodology has been designed to meaningfully identify impact and to realise practical and practicable ‘real world’ outcomes. RESULTS ENVISAGED AND BENEFITS This project will produce a model training programme designed to meet the needs of specialist educators supporting the educational inclusion of children with autism, locally adapted to meet the needs of three diverse Central/Eastern European/Balkan countries. The final programme and materials will be made available via the Erasmus+ dissemination platform, as well as via individual partners’ and the project websites. Supporting teachers in these countries to understand autism and effective evidence-based approaches and strategies to effectively include children and young people with autism in education will have significant benefits with regard to educational and social inclusion, educational achievement, equality of opportunity and teachers’ professional competence. As such, this project will contribute to the development of a more equitable and inclusive Europe in the short, medium and longer terms.

"""Everyone is Welcome"" is a 24 months' project that is in Ireland coordinating and in partnership of Turkey, Italy, Poland and Romania.Not only in our schools, children around the world are excluded from their schools due to disability, race, language, religion, gender, and poverty. But each child's have the right to be welcomed and included growth, learning, development, going to school; teachers, communities and peers. The students in the background develop socializing, respect and understanding as they play together and learn. When they are deprived of the right to a quality education, they miss the opportunity to become productive and subsciriber adults. The focus of this project is developing a more effective inclusive education program at the international level through the exchange of good practice for students with disabilities or disadvantages in our schools; using art therapies for children with special education students and other behavioral, emotional or psychological problems and placing the inclusive practices into the curriculum.Our objectives are; -To improve opportunities for children with multiple disabilities to learn cognitive, social-emotional.-Increasing awareness of inclusive education, including promoting parental involvement in school.-Ensuring equality, social solidarity and active citizenship among students.- Creating safe and inclusive school environments for students with disabilities, disadvantages and special needs. -To reveal the strengths and abilities of students through art therapy.-To integrate fine arts and art therapy into curriculum to encourage inclusive opportunities,creating interesting lessons for students and give them a chance to work.-To strengthen positive behaviors through art therapy and artwork, helping students to learn important life lessons and social skills that will enable them to develop in all areas of their lives.-Using the fine arts on the European dimension to facilitate the inclusive education, sharing inclusive practices with our partners, gain knowledge and know-how.The target group contains disabled, non-disabled, students from different ethnic backgrounds and excluded by their peers who are between 9- 14 ages. We will use some methodologies such as workshop studies, team work, using ICT tools, collecting data, sharing experience, learning through fine art therapies, seminar, collaboration and working with mixed groups.In total 80 students and 40 teachers will participate to mobilities.We planned art, music, drama, sculpture and dance activities to develop the inclusive education. Expected results are;- The disadvantaged students who are physically, mentally, mentally or socially involved in the arts activities together with other peers, will further support students' progress and achievements and their skills will emerge.-Art therapy will provide an excellent platform to facilitate inclusive learning, encourage collaborative learning, and facilitate inclusive practices because of their inclusiveness.-Involvement in artistic activities will encourage creative expression and communication, as well as reinforce learning, growth and development. For example, when the dance and movement is integrated into the curriculum, the students will be able to use their minds and bodies. The visual arts and sculpture will develop students' problem solving, critical thinking and motor skills; dancing together will develop positive behaviors whilst working in collaboration whatever the differences are.-To recognize and accept each other's differences, make the teachers more prepared to teach according to various levels and needs, making them more experienced about inclusive education practices. Teacher profile will develop that all children can learn.-Teachers will learn different art therapies at partner schools, they will have deeper experimentation about inclusion and integrate them into the curriculum. Our schools will promote inclusive education through art therapy.Artistic therapies can lead to enhanced self-confidence and self-worth. Inclusion in the art classroom affords many opportunities for social interaction between students with disabilities. Teachers will understand that the classroom environment has the ability to influence student development. These activities provide opportunities for children to feel good about learningfrom one another and to experience the pleasure of togetherness. Togetherness allows the students to feel valued, supported and increases their self-esteem. Students will gain social/behavioral skills and communication. Friendships between disabled and without disabled students, and an unforgettable experience for everyone involved."

<< Objectives >>-To develop an assessment tool for P.E. teachers for children with autism spectrum disorders.-To develop a goal bank for goals and objectivities to guide the P.E. teachers about ASD-To develop guide book with lesson plans for P.E. teachers-To develop a P.E. toolkitWith all these activities we would like to improve the teaching of students with ASD in P.E. classes.<< Implementation >>WP2: Project ManagementWP2: P.E. Educational KitWP3: E-learning PlatformWP4: Train-the-trainer and Train of P.E. TeachersWP5: Communication and Disseminationion<< Results >>-Needs analysis report on the needs of P.E. teachers for teaching students with ASD.-Educational toolkit with assessment tools, goal bank and guide and toolkit for lesson plans.-E-learning platform-8 training events,1 international and 7 national.