The project partnership is composed from 2 organizations from EU (SE; IT), countries which share common issues for inclusion in school. UDLESIS project aims to improve and renew the work with design inclusive environments for all students in school. To be a long life learner and and an active member of the society every child has the right to be educated based on their specific needs, which requires that the teachers have the necessary knowledge to create inclusive learning environments, designed universally to meet all differences already in the lesson planning. That means the norm changes from being about to exclude children with special needs to the fact that they are included in a generally adapted inclusive environment. It becomes a norm shift that involves the specific needs becoming the norm.The project focus will be to extending and developing teachers competences. The challenges in this project is how to create a scenario where differences is validated and becomes richness. In this Project we can observe and share models and methods. We believe a good way to tackle the issue in our schools is trough mutual knowledge and sharing approaches, ideas and practice.

Learning objectives In a changing society it is difficult to choose a profession. A lot of students don't know what kind of professions are available. When students visit other countries and meet other people, they experience the possibilities which the EU offers. They cross borders. The project and exchanges can contribute to job possibilities the students never could have imagined. Maybeit can prevent early school drop-out. Participants are Istituto Comprensivo Corrado Melone (Ladispoli-Italy) en het Roelof van Echten College (Hoogeveen-Netherlands).The students of Roelof van Echten College come from a pre-vocational & vocational school. The students of Istituto Compresive Corrade Melone come from a middle school. In the first year of the project the students investigate the knowledge about the EU in their immediate environment inhabitable. They make inquiries and the students ask their parents and family about this subject.The same subject is also investigated in Ladispoli. The students create presentations. When the exchange happens, the students compare their results.In the second year of the project, the students investigate the role of the EU in the region where they live. They visit companies, the local councils, and people who have moved from other countries. The students compare their results and create presentations. The results of the inquiries will be incorporated in a presentation. For example in a blog, website paper or Youtube movie. The results could be used by the local governments to prepare their future EU policy. The project will run for 2 years. In each year there will be exchange. 2018 - 2019 15 Dutch students will visit Italy. 2018 - 2019 15 Italian students will visit the Netherlands And in 2019 - 2020 15 Dutch students will visit Italy 2019 - 2020 15 Italian students will visit the Netherlands.Year 2 of the project.The first part of the project: lessons and creating of inquiries were established.The second year stopped abrupt. They couldn't compare the results of the suveys and the interviews they did in the companies in the Netherlands and Italy because of the coronavirus. Till the beginning of the twinning, the first week of March the moment the Dutch students were ready to go to Italy we did our programm: The programm was the same as the first year, but this students did do their interviews and surveys with people who have a job in a company. So they had to think which questions are important and relevant to ask, what do we want to know. They made their presentations ready to present in Italy. The Italian and Dutch teachers stil kept in contact with each other, but it was to complecated to compare the results online and to do the presentations with all those students who were not in the schools but at home and some with hardly any Wifi.Due to COVID-19, the actual exchange couldn't take place. (the second year of the project)

"During this partnership we will explore innovative teaching practices regarding controversial issues using ICT and Content and Language Integrated Learning (CLIL). The controversial issues are connected to our theme Internet of People and Things (IoPaT) and can be topics such as ""Big Brother Society"" and ""Ethics on the Internet"".We have rapidly entered the age of the Internet of People and Things (IoPaT) when both we and the technology are constantly connected and online. We can take part in the lives of distant friends through video chat applications and through other social media. We can in real time follow where they are, what they do – and of course what they just ate. The IoPaT can also simplify our daily lives since we can operate and monitor household appliances and other forms of technological devices from wherever we might be. In schools IoPaT gives teachers and students an opportunity to create authentic and motivating learning situations. With IoPaT there are also risks and challenges. There is an obvious conflict with IoPaT and the right to integrity and the risk of personal information ending up in wrong hands. It is proved that for example social media causes stress because it appears that everyone else has a perfect life. With social media, it’s also easy to influence people in other ways and fake news and alternative truths are issues we need to deal with every day. Bullying is nothing new, but cyber bullying means a comment remains forever and can be heard by everyone.Our schools have become aware of how IoPaT affects our students today and how it will affect their future lives. Another aspect is that IoPaT soon will be a integrated part of the teaching. In this partnership, we will critically reflect on these issues, both with our students regarding challenges in their daily and future lives, as well as between teachers regarding how IoPaT could be a part of the teaching in a balanced way.First, we see a need for our students to develop tools to handle conflicts and controversies that come along with this such as fake news, polarization, cyber bullying and limited privacy in our lives. During our partnership, our students will work on three eTwinning cycles with various joint student tasks concerning IoTaP. We will also arrange two short-time pupil exchanges where students will work together exploring the field of IoTaP, face to face. Regarding this aspect our partnership will result in enhanced action competence to handle these issues for our students, as well as improved English skills and raised cultural awareness.To achieve this the teachers involved need to develop and exchange teaching methods and teacher skills regarding this complex form of teaching. We will arrange short-time staff training events focusing on this. We will receive joint training by experienced teachers and researches and we will work together to exchange experience and know-how about CLIL, controversial issues education and other forms of interdisciplinary methods. These activities will result in not just more competent teachers, but also new teaching methods as well as concrete student tasks to use I our everyday teaching at our schools.During the staff training events, we will also discuss thought-out manners to implement ICT-tools and IoPaT into the classrooms. Differences between our schools open up for discussions about the pros and cons which these new tools inevitably cause. Through job shadowing and reflective discussions, we can compare our different schools and with the help of the comparative didactics methods we can learn from each other and critically reflect on our own practices. These activities will result in better prepared schools that can implement IoPaT in a sound and efficient manner so the new technology will support students' learning as well as their social, democratic and personal development.Primarily, the project objective on a student level is to raise awareness of the challenges of IoPaT and equip students with knowledge and action competence. The students will develop a cultural awareness that controversial issues could be viewed from different points of view. Secondly, the objective for teachers is to expand competences to teach both CLIL and to teach about controversial issues. In the future, language skills are vital and innovative and interdisciplinary methods is the way to improve student motivation and their language skills.The third objective is to use comparative didactics in order to critically reflect on our own practices using educational ICT-tools , today and in the future"

The idea of the project comes from the growing awareness that today classes are more complex and more demanding. Always more often students are faced with difficult family background, life circumstances that make it difficult to organize everyday life at school or fit the school demands, unpleasant experiences at school. These situations are often causes for early school leaving if actions are not taken as early as possible. The heterogeneity of situations requires the presence of qualified teachers capable of enabling students to foster their personal growth and well-being, as well as helping them to acquire the complex range of knowledge, skills and key competences. Teachers have to develop new learning environments and approaches to teaching in order to remove any barriers to learning. Every single student's study results are an important matter for the whole school system. To find responses to these pressing issues the objectives to be pursued are to: work in close collaboration with colleagues, parents, local authorities, skateholders and the wider community in order to put in place a comprehensive approach to the problem; encourage families and parents to get involved and responsible for their children's school attendance and education; create a safe and attractive school environment; enhance basic and crosscurricular skills; adopt inclusive teaching methodologies to promote the inclusion of all students ;make use of ITC to share best practices, ideas, and materials, to track grades and credits, get homework assignments, enable parents' communication with the school and monitor the students' attendance in the school; exchange good practices and knowledge among the EU countries on the most effective ways to tackle early school leaving. The school partecipating in the project are the Italian school 'Istituto Comprensivo Fratelli Casetti' and the Danish school 'Hoejmeskolen'. The Istituto Comprensivo Fratelli Casetti, is located in Preglia of Crevoladossola, a small town in the province of VCO, in the north of Piedmont, characterised by a mountainuos territory and a strong administrative fragmentation. The institute has 764 students with a large number (58) of pupils with special educational needs (43 are at lower secondary school) and 26 foreigners. The school aims to improve its educational offer in such a way that knowledge, abilities and competences are acquired by all students in a context that promotes inclusion, solidarity, innovation and improvement of teaching planning through the cooperation with local, provincial and regional authorities to improve the attainment of students at risk of early school leaving and more in general disadvantaged students. Hoejmeskolen is a school situated 6 kms from the centre of Odense in an urban and rural environment. The school district is characterized by a great variety in the socio-economic conditions. The school has approximately 9 % of pupils with a different culture than Danish (migrants). It has about 650 pupils in the ages 6 to 16 years. Presently Hoejmeskolen is working on establishing an environment which motivates the pupils to stay in school and continue their further education after the ground school. This is part of a regional, national and European strategy of minimizing the percentage of early school leavers to less than 10 % by 2020. In the city of Odense the ambition is to have 0 % of early school leavers. The two schools, using the Twinspace of the project, will exchange experiences carried out in each school related to the topic of the project. They will implement activities on establishing an environment which motivates the pupils to stay in school and continue their further education after the ground school cooperating with local, provincila and regional authorities, will organize guidance activity, use an inclusive methodology, increase basic and transversal skills, enhance foreign language and digital skills; 2 project meetings and 2 short -term exchanges (7 days) of pupils between the two schools are forseen.The results will be: achievement of a better understanding of practices, policies, and systems in education trends in European countries; use of inclusive methodology based on active teaching and learning; use of an e-learning platform to share teaching materials; enhancement of cooperation with families. The impact and potential longer term benefits will be: a good school atmoshere through the use of inclusive methodology, laboratory activities, targeted activities for disadvantaged pupil; teaching staff engaged in innovative training experiences; a working method based on sharing best practices, ideas, and materials among colleagues within Europe; parents' engagement with school education and responsability for their children's school attendance and education; close collaboration between the schools and policy-makers at local, provincial and regional level.

"In a world that is becoming increasingly networked and in which we increasingly meet people from other cultural backgrounds, intercultural skills are more in demand than ever before. This includes knowledge (e. g. language skills, country- and culture-specific knowledge) and skills (e. g. observation, self- and external reflection, openness, strategies for dealing with culture shock or other conflicts). Good language skills are the key to other cultures. Here the pupils of both partner schools are disadvantaged: The German secondary school pupils, because they often come from parents who have little education, have problems learning or travel little. The it. students, because Italian is a Romance language and the Italians spend most of their holidays in Italy. As a result, the students of both partner schools hardly find any authentic speaking opportunities in everyday life, which has a noticeable effect on their motivation to learn English. They can hardly cope with everyday situations in which they use English (e. g. on the Internet, in conversation with refugees or tourists).When dealing with people from other cultural backgrounds, misunderstandings often occur, as insufficient language skills, encounters and training do not allow sufficient intercultural competence to develop. Due to the high proportion of foreigners in both schools, conflicts between people of different cultures occur almost daily. The primary objective of the project is to promote intercultural competence in all the above-mentioned areas. In addition to promoting language competence, which also includes the training of teachers' methodological competence, pupils should above all come to the realisation that it is necessary to get involved with people from other cultures, to prepare for planned encounters and to reflect and adapt their experiences and attitudes accordingly during the encounter.A total of up to 40 German and 40 Italian students from grades 5 to 8 will participate in the project. This is more pupils than can be indicated in the item ""Learning, Teaching, Training"" due to the automatic calculation according to flat rates within the budget. The participants come from many classes to share the project with many other students. Participants are selected not according to their language skills but according to character criteria (interest, seriousness, reliability). Since only German secondary school teachers will accompany the pupils, two German primary school teachers as well as the German school management will also sit in on the partner school. Students and teachers who do not travel to the host country are either actively involved in the project (e. g. participating in the welcoming ceremony, eTwinning projects) or passively involved (e. g. Power Point from students for students, teacher training seminars).The project is based on the development of two travel guides, one for the German pupils about the region Emilia-Romagna and one for the Italian pupils about the region Rosenheim/Chiemgau. In the 1st year, up to 20 Germans and 20 Italians travel for this purpose to the partner school to explore its region. With the exception of an emergency plan (e. g. contact person, daily questions from teachers) and general rules of behaviour, they will not be further prepared for the exchange. In project teams mixed from different countries, various topics are worked out (e. g. Italian/German, food culture, school system), recorded in writing in a previously agreed format and then brought together. For example, we will get an insight into a school day, eat a typical meal or explore the surrounding area. Before, during and after the meeting, the project teams are given sufficient time for dialogue. Through eTwinning, pupils share their results.The German pupils of the 1st year prepare the German pupils of the 2nd year for their stay with the help of the travel guide, an additional Power Point presentation and various discussion rounds. The same goes for the Italians. The pupils of the 2nd year go through the same programme, but with the task of checking and adapting the information in the guide. Discussion rounds and questionnaires will reveal whether and to what extent intercultural competences have developed and whether the preparation of the 2nd groups was useful in terms of coping with everyday life in the host country.The Erasmus+ project is intended to be the start of a long-lasting school partnership. The travel guides will be a first source of information for future school groups. Pupils and teachers should bring the acquired speaking and teaching skills into the classroom and ensure a noticeable upturn in English teaching and the promotion of the European idea."