Dyslexia is a specific learning difficulty in the development of reading and writing that affects 10% of the population. If dyslexic individuals are not recognized and assisted in their early age, they most probably face with important difficulties in basic learning necessary for continuing their studies. This likely to cause antisocial and aggressive attitudes and are being at risk of school dropout. The project led by two partners the partnership of is mainly aimed to reduce the social disadvantages of dyslexic children and maximize the social adaptation of children facing this problem into the society. With this project we aim to ensure smooth transition between the early years of education to next phase of school education for dyslexic students and they have the opportunity to reach their potential in their future life . The solution for dyslexia problem can be achieved through supporting families, teachers and dyslexics with a comprehensive approach. In the project it will be developed a checklist for students to identify students at risk of dyslexia, Individual Support Plan(ISP) that provides details of the child and their needs. Teachers and parents will be informed about the reasons, symptoms of dyslexia and methodological approach to a dyslexic student through the provided parents' and teachers' guides in the project. The project aims to provide an informative conference for parents and teachers to make them aware of the dyslexia and to support, and to provide guidance and resources. In the project we will plan to make an educational module which contains Basic Academic Skills, Basic Social Skills, Basic Psychomotor Skills and Family and teacher support system. We aim that this module will be a reference guide in the education of dyslexic children and it is applicable on all over the world. In this respect, the project will complete the missing points in this area as creating a training module prepared in holistic manner. The published book of the module in English, in Turkish and in Romanian languages will be our intellectual output and this output will be disseminated thorough organizing a seminar for 100 teachers in each countries. Moreover the teachers will implement the created modules on 10 selected dyslexic students and their families. We will present our deliverables and outputs to the free access for the public through; the EU Dissemination Platform,European Shared Treasures System,project website,information sessions and seminars, written material such as reports, articles in specialised press, local newsletters, and press releases, audiovisual media and products such as radio, YouTube, social media(facebook group of the project), project logo, existing contacts and networks. Isparta İl Milli Eğitim Müdürlüğü from Isparta Turkey and The School Inspectorate of Iasi county from Romania are the countries involved in this partnership, both of them are interested to learn more about this issue, available to share and learn by their own experiences. For two years 24 teachers, and staff from each partner regions periodically will have transnational meetings, defining objectives, planning in detail activities, evaluating the intermediate and final results. We believe that we need to build bridges between different kind of regional authorities, schools and health services to exchange good practices relevant to project, we should make teachers and parents aware of the problem and we must activate individual educational plans so that child can learn minimizing the stress caused by dyslexia. Moreover, the project will allow all partners to recognize interculturaldifferences, understand how others behave and learn history of each country by participating in local events andtaking part in the educational activities.

"<< Background >>The Directorate of Primary Education of Trikala with this project aims to improve literacy skills to contribute to the support and development of emerging cultural and digital literacy of students by utilizing the cultural identity of each country using online applications. At the same time, it aims to cultivate skills, attitudes and values ​​in terms of social significance, preservation and transmission of cultural heritage. In addition, through ICT, students will be given the opportunity to combine the real world with three-dimensional virtual objects, to interact with them and to collaborate exploratory, utilizing their empirical-experiential knowledge through the possibilities offered by multimodal approaches. In addition, through cultural heritage and technology, it encourages the cooperation and coexistence of peoples through the identification and transmission of common elements, cultivating in students tolerance for the different and the importance of diversity, freeing them from future xenophobic syndromes, stereotypes and stereotypes.The cooperation of the partners will lead to the promotion and presentation of the main features of the local cultural heritage through innovative applications of technology, strengthening the European dimension through interculturalism and the revision that technology does not overturn its tradition and notices, but on the contrary, with appropriate manipulations and techniques, highlights it through the combination of virtual and real world.Finally, the need to introduce state-of-the-art technologies such as virtual and augmented reality, the need to introduce modern innovative teaching techniques and approaches such as game-based learning and the use of thinking of games and corresponding mechanisms to get learners involved in solving a problem. The need to provide all the necessary supplies to our teachers to be able to integrate in the modern school of 2021 these new educational approaches properly, to motivate them and to support them as much as we can. All of the above led us to submit this proposal.<< Objectives >>The proposed program is an intercultural project that aims to improve literacy skills to contribute to the support and development of emerging cultural and digital literacy of students by utilizing the cultural identity of each country using online applications.Individual objectives of the program-The acquaintance and presentation of the local cultural heritage of the countries involved in order to cultivate the sense of ""belonging"" to a wider community, to reduce social inequalities and to promote cultural and social participation and inclusion-The use of new technologies will provide opportunities for the development of skills, creativity and participation in teams with an emphasis on equality and the fight against discrimination to realize the vision of a school open to Europe-The exchange of experiences for the strengthening of relations between students of different ethnicities for the consolidation of a society based on democratic and moral values-The cultivation of traditional knowledge and skills necessary for the preservation and sustainable management of the cultural heritage that must bepassed on to future generationsAs far as students are concerned, we aimTo get acquainted with applications of technology in order to combine real and virtual elements in a real environment and at the same time to function interactively and in real time-To practice in composing and telling stories using printed and electronic media and applications, enhancing their imagination and creativity.-To work collaboratively, to practice and accept criticism, as well as to plan, monitor and evaluate the value of individual and joint activitiesAs far as teachers are concerned-To be trained in the application of innovative teaching methods to improve the literacy and cultural literacy of students / three by incorporating in their teaching targeted use of ICT to improve digital literacy skills-To exchange knowledge on the use of digital tools for the implementation of activities while developing, team spirit and cooperation with other teachers in matters of pedagogy and methodology.The aim is to strengthen the European dimension through interculturalism and to understand that technology does not overturn tradition and its perceptual elements, but instead, with appropriate manipulations and techniques, highlights it through the combination of virtual and real worlds.<< Implementation >>The following intellectual products will be implemented within the project: a) Game-based learning integration guide (the ultimate goal of this guide is to provide all the necessary supplies for teachers so that they know how to plan, use and integrate game-based learning in their classroom From theory to practice, with examples of educational scenarios, case studies, etc.)b) Application for mobile devices of digital platform for browsing and presenting information of cultural points of interest (Deliverable concerns the creation and design of an application for presentation and dissemination of cultural heritage information with support for mobile devices, which is enriched with possibilities of augmented reality networks.)c) Application for mobile devices of digital navigation platform and presentation of information of points of cultural interest (Deliverable refers to the creation of digital educational games (one for each partner country) based on the principles of game-based learning (game based learning) which aim at improving literacy skills to contribute to the support and development of emerging cultural and digital literacy of students utilizing the cultural identity of each partner country (region) through the use of online applications.)In addition, an educational activity will be implemented where 2 people will be trained from each project partner. The training process concerns the use of the three intellectual products of the project mentioned above. The staff of AKETH in this activity will have the role of educators as they have long and proven experience both from adult education and from education / training in specialized topics related to pedagogy, the use of ICT in education and the use of cultural structures and points of historical interest in education. The presenters / trainers will be certified adult educators with teaching experience in the subject of training activity, while as AKETH is a certified adult education body, access to the appropriate structures and equipment to achieve the objectives of the training activity is ensured. As in any adult education and training process, AKETH has planned this activity in order to ensure the active participation of the trainees and to ensure the learning through practice during the educational process. In this context, the techniques that will be used are, among others: the enriched presentation, the role play, the case study, the brainstorming, the techniques that utilize the works of art, the dialogue, the group work, etc.Finally, the dissemination of results and the dissemination of knowledge will be multilevel and will be programmed as follows:A) in the internal environment of the partnership• to the staff of all project partners• to the students, teachers and parents' associations of the Primary Education Directorates who participate as partners in the projectB) in the external environment of the partnership• in the European educational community (e-twinning, schoolgateway)• in all the schools of the regions to which the schools are partners of our project• to the teachers 'and guardians' associations of all the schools of the regions to which the schools are partners of our project• the education directorates of the regions to which our project partner schools belong• in all the joint ventures in which all our project partners participate and which concern European school education strategic partnership programs• to the cultural organizations of the regions to which the partners of the project (schools and non-schools) belong• in the Panhellenic school network<< Results >>Students through ICT will be able to get to know the cultural tradition of their country and the countries of the schools involved and at the same time to experiment outside the narrow and strictly defined boundaries of a school activity, to ask questions and seek answers for objects and situations of their cultural tradition. At the same time, through their active involvement in creative activities, students will have the opportunity to share different cultural influences, develop critical thinking and problem-solving skills, and improve the way they express themselves.Teachers are expected to be trained in the application of innovative teaching methods and educational approaches such as play-based learning. We also expect through the exchange of views with other colleagues and the partners of the project consortium to develop knowledge about the use of digital tools for the implementation of activities while developing team spirit and cooperation with other teachers in matters of pedagogy and methodology.In conclusion, the benefits are expected to be long-term and decisive:-Introduction of new innovative educational approaches such as gamebased learning-Introduction of new cutting-edge technologies such as augmented and virtual reality and geo-location-The acquaintance and presentation of the local cultural heritage of the countries involved-Change of attitude of teachers and students towards the connection of technology with the cultural heritage-Active participation of all students in the classroom-Development of communication of all members of the educational community, ie teachers, students and parents. In a way that promotes respect and dialogue.-Recognition of added value of participation and taking initiatives not only for participation in European programs, but also transnational collaborations, capable of changing attitudes and perceptions."

On 1 January 2017, 16.9 million people lived in one of the EU Member States with the citizenship of another EU Member State. 20.4 million people had been born in a different EU Member State from the one where they were resident. A move to a different country can result in loss of cultural identity, and in the case of minor EU languages or remoter areas the situation is even more challenging due to lack of contact with other co-nationals. The majority language can easily absorb non-community languages and cultures. Most school systems only offer courses for the main EU foreign languages, but the overwhelming majority of the 24 official EU languages are least spoken languages and they are not officially included in the school curricula. Private lessons are expensive, and the language choice limited. Family language learning remains the most natural and only option. However, families that decide to raise their kid bilingual/multilingual often encounter challenges and do not know where to find help. Our analysis reveals that there is lack of appropriate methodology for teaching languages at home. Consequently, children do not always acquire appropriate proficiency, often just a speaking, without a proper literacy knowledge, if any at all. It is also crucial to raise awareness about the benefits of bilingual upbringing. The emphasis pre-school teachers put on the community language can lead to the child’s home language being devalued. Teachers are often unaware of the potential advantages of learning more than one language as a child. Instead, they focus on perceived problems of bilingualism and subsequently incorrectly advise parents to drop a family language. Therefore, the GENERAL OBJECTIVE of PEaCH is to create step-by-step guidance for parents and educators on how to support, maintain and develop a child’s home language(s) after a family move to a different language environment within the EU. PEaCH also wants to raise educator’s awareness of the benefits of bilingualism and home languages. PEaCH aims to achieve this through the following SPECIFIC OBJECTIVES: • Strengthen the language learning of the 24 EU languages among children living in bilingual families in a country or geographical area where these languages are not spoken;• Develop a methodology for the acquisition of languages through user-friendly bilingual upbringing for children between 0 and 12;• Raise awareness about the benefits of bilingual upbringing among the teachers in kindergartens and elementary schools as well as nursery staff;• Teach parents how to effectively teach their children their language of origin while living in another EU country;• Create a European Network of PEaCH Ambassadors, teachers and educators promoting bilingual upbringing. Therefore, PEaCH will reach two types of main TARGET USERS:a) Parents in multilingual families across the EUb) Educators in nurseries, kindergartens and primary schools across the EU The project will produce four INTELLECTUAL OUTPUTS, O1 Handbook for Parents on bilingual upbringing which will focus on providing concrete step-by-step strategies that parents could implement and customize, from the child’s birth (and even from pregnancy) up to adolescence. O2 Set of Educational Videos that will complement and visualise the strategies explained in the handbook. Both O2 and O3 Online Multilingual Collection of Materials for Children will be available in all 24 EU official languages. O3 represents language-specific materials used to enhance language skill development of children. On the other hand, O4 Toolkit for PEaCH Ambassadors and Educators will guide with information on advantages, facts and myths about bilingualism, language development of bilingual children, how to create a positive multilingual environment in the classroom and how to support parents in passing on the home language(s) to their children. These outputs will be prepared thanks to PEaCH's European network of teachers in kindergartens and primary schools covering all 24 official EU languages, which will share best practices, strategies and activities related to (early) childhood language acquisition. Main impact of PEaCH project:→ creation of universal method of upbringing of bilingual children explained in educational videos in all 24 EU official languages;→ developing online database of materials for all 24 EU official languages as support resources for parents, teachers and educators;→ training for teachers and educators through series of webinars regarding bilingualism, support to families, etc.; → creation of a European Network of PEaCH Ambassadors - Teachers and Educators interested in bilingual upbringing.

CONTEXT LEAD!, specific LEArning Disorders no more! is a project aimed at increasing SOCIAL INCLUSION starting with school education and decreasing Early School Leaving (ESL) empowering students with the right competences. Indeed the project wants to identify and defeat the barriers that students with Specific Learning Disabilities meet at school when they start writing and reading. EUROPE 2020 Strategy wants to reduce ESL to less 10 % around EUROPE, and, according to EUROSTAT (Disability statistics - access to education and training), 1 out of 4 people in EUROPE who faces BASIC ACTIVITY DIFFICULTIES, leaves the school prematurely. According to EPALE (JULY 2017) there were around 35.67 million students with such disabilities, 13.88 million coming from PRIMARY SCHOOL and 21.700.000 from secondary school. OBJECTIVELEAD! wants to empower and support students (9-14 years old) in developing the right competences about the ADAPTIVE TECHNOLOGIES and their use thanks to the support of an INNOVATIVE PLATFORM, MY SKILLS. The learning material will be validated according to the EUROPEAN GUIDELINES OF THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING (CEDEFOP) and, at the end of the learning path, students will have the chance to get the EUROPEAN ADATPITVE TOOL LICENCE. TARGET GROUPThe DIRECT TARGET GROUP of the project is represented by students with SPECIFIC LEARNING DIFFICULTIES (SLD) with age range 9-14 years old. The INDIRECT TARGET GROUP is instead composed by teachers, headmasters, tutors and trainers and all the school and no school staff dealing with students with Specific Learning Disorders. In pointing out the this target group, families have to be considered as indirect beneficiaries of the project due to the fact that they will exploit project results with their children. ACTIVITIESIn order to reach its objective, LEAD! wants to promote forefront knowledge regarding the adaptive technologies (and their use) and create the EUROPEAN ADAPTIVE TOOL LICENCE targeting students with LSD (age 9-14). Students with SEN (SPECIFIC EDUCATIONAL NEEDS), which include students with Learning Specific Disorders, indeed have a higher probability to leave school prematurely compared to those students without disabilities ((Early School Leaving and Learners with Disabilities and/or Special Educational Needs, European Agency for special needs and inclusive education, 2017). To reach its objective, LEAD! will develop and adapt to distant learning a training course targeting the adaptive technologies which it will adapted to MY SKYLLS PLATFORM. At the end of the learning path, students can award the EUROPEAN ADAPTING TOOL LICENCE which it will support them to ACQUIRE the NECESSARY learning competences and, on the other side, it will be the quality LABEL that it will certify to the teachers that the students are ABLE TO USE THE ADAPTIVE TOOLS AND TECHNOLOGIES.

<< Background >>The Directorate of Primary Education of Arta in the face of the changes 2021 brought in school reality, namely, distance learning, the introduction of skills labs from the new school year, the need to introduce STEAM Methodology to the Greek school, the digitization of the Greek state, and then the need digital knowledge, decided to create the conditions and the background for dealing with the steam methodology, in order to mobilize the teachers, creating the conditions for the introduction of this field in his teaching. After the school year we are going through where distance education dominated, it is now understood the need to acquire digital skills but also to change the teaching context in a collaborative form, which on the one hand will inspire the student by giving him/her opportunities to discover knowledge through experimentation and exploration, on the other hand will improve the classroom vibe and will develop an interest in dealing with new objects. The exhausted Greek teacher also needs motivation and needs to discover his/her professional identity, being supported but also actively involved in a learning organization.<< Objectives >>If an organization such as the Arta Primary Education Directorate envisions emphasizing its school development strategy, it becomes clear that it must lay the groundwork for broadening the horizon of teachers teaching in its schools, encouraging, mobilizing and encouraging their participation. lifelong learners, in transnational programs, emphasizing the European dimension of education.By choosing the steam methodology and developing the digital skills of those involved in the teaching process, the foundations are laid for the smooth transition of students to the next levels of education and the improvement of modern school reality.The management of the development fields will enable the teacher to respond to environments of continuous change and to pass from the outdated traditional teaching to the adoption of new pedagogical techniques and teaching tools, necessary in a multicultural, student-centered, pluralistic, modern school.The two axes of the development plan, steam methodology and digital skills, are a targeted report of empowerment of teaching, mobilization of teachers and consequently their students and of course the supply of schools with modern supplies that will take it out of its microcosm.<< Implementation >>The following products will be implemented within the project:a) a complete STEAM methodology Framework which will include what it is, how it is applied, how each pillar of STEM is analyzed, how art (ART) connects the technocratic part of STEM with culture through interdisciplinary modulesb) a comprehensive distance learning platform for educators / teachers wishing to integrate the STEAM field into their teachingc) educational, teaching scenarios to be used for teachers in the educational process related to all fields of STEAM (science, technology, engineering, arts, maths)where the teacher, equipped with all the necessary tools and supplies, can integrate STEAM practices interdisciplinary in his teaching.The material and each teaching scenario will be translated into all the languages of the partners and will be divided into sections so that it is clear, easy to manage and accessible to all interested parties.In addition, a training activity will be implemented where 2 people from each project partner will be trained who will take on the role of administrator of the platform of the product Ο2. The results we expect from this training activity are initially each partner to be able to support the online platform in its technical part through local administrators.That is, to be able to manage the users of the platform, to add, remove, edit the rights of users and roles, to create or delete new sections of trainees, to schedule activities, etc. In addition, we seek from the participation of teachers with experience in STEAM to receive their feedback, the points of contingency that may be omitted or not satisfactorily analyzed and through a process of formative evaluation and adaptation, finally to create a better intellectual product (in this case the electronic platform ).The dissemination of results and the dissemination of knowledge will be multilevel and will be planned as follows:A. SchoolsIn the schools that will participate in the creation of teaching scenarios through their teachers, the first approach of the material will be made in real conditions. After the success in the first school units, workshops related to the steam methodology will be attempted in selected schools.B. Wider communityThe Arta Primary Education Directorate will organize a conference in each prefecture of Epirus in order to inform about the results of the project and the practices of the steam methodology in order to highlight the benefits of the cooperation of the educational community with other organizations. Corresponding information days on the results of the project will be organized by the other partners.C. Media / print and electronic press / platform / websitesThe director of primary education, the heads of the organizations, will give interviews to the press, to the local and regional channels. It will announce the actions and results of the project to PEDIEK and PEKES Epirus, on educational sites, on social media, in order to arouse the interest of the educational community beyond Epirus.<< Results >>The learning outcomes are analyzed in the context of the integration of a new reality and a change in the approach to the educational process:The holistic educational approach, the application of experiential techniques, the management of everyday materials in a constructive way, the collaboration and work on projects from an early age, the process of solving problems through constructions with the simultaneous use of technology, will enable students repeating a failed process through experiential techniques, transforming temporary failure into an opportunity and means for the student to proceed to solve a more difficult problem.Enhancing students' positive behavior increases their self-confidence and promotes self-managed learning, where the student learns how to learn in a learning organization.Teachers and students will link formal and non-formal learning activities, improve new technology skills, enhance their communication and interpersonal skills, learn to design and design a task through feedback.The speed of technology development is rapid, while the results of the OECD and Pisa for the critical thinking and the level of Greek students immediately demonstrate the need to develop skills, critical ability of students, ability to solve problems.In conclusion, the benefits are expected to be long-term and decisive: -Introduction of collaborative teaching depending on the learning readiness and the profile of the students. -Change of attitude of teachers and students towards the diversity of school reality. -Active participation of all students in the classroom. -Development of communication of all members of the educational community, ie, teachers, students and parents In a way that promotes respect and dialogue. -Recognition of added value of participation and taking initiatives not only for participation in European programs, but also transnational collaborations, capable of changing attitudes and perceptions.