Small Scientists Across Europe is a project combining kindergarten education programmes, reflections on the implementation of these programmes and innovative methods for acquiring scientific knowledge in order to develop thinking in a structured way. This project brought together seven European schools of preschool level from six different countries, including a school specialising in the education of pupils with disabilities, linking more than 75 teachers, 1000 pupils and their families.It allowed students to broaden their scientific knowledge on four main themes: Earth, Air, Water and Fire and to be confronted with problem situations in order to acquire the skills necessary to understand phenomena through an investigative approach.By allowing children to appropriate a motivating starting question (simple but making sense so that children appropriate the problem and want to solve it), this approach allows them to experiment themselves with simple and available equipment, to confront others in action, to observe what they are looking for, to discuss with their peers, to bring out solutions and to share discoveries. This approach allows for in-depth and not superficial learning through the understanding of the real-world phenomena to which they have been exposed and the active construction of knowledge. This project also made it possible to develop language in all its dimensions and communication.Each theme to be studied was divided into several experiments taking into account the material, effects and possible transformations. The young child in each structure was confronted not only with experiments conducted in his or her environment, but also those carried out by the partners (twenty-one different experiments on each theme, three in each school and of three difficulty levels). The experience of the partner countries allows the confrontation of events, structures and thinking that are different from those of the country of origin. Experiences are documented in manuals for children to create personalized materials, including real and functional experiences.In addition to the production of four scientific books (one on each theme) for students, teachers and academic inspection (to ensure wider dissemination), students produced literary works (twenty eight stories on the four different themes) and played online activities based on their own drawings or productions. Thanks to the scientific context integrated into the children's daily environment and the selected activities that are an integral part of the national education programmes, our children's skills in research, critical thinking and creativity have been developed. They experimented with different materials, learned through play, cooperation and collaboration with other children, respecting rules and responsibilities, had the opportunity to explore, observe, analyse and solve problems, feel the joy of creativity.Our project has strengthened the digital and technical key competences of staff and children, as well as the key competences in cultural and intercultural awareness. Teachers in partner pre-schools are now more confident and more willing to adopt and use new technologies in their classrooms. A dedicated project website is a living and regularly updated source of information that will continue after the two years of the project (part of the budget has been set aside to maintain the site). Throughout the project's life cycle, the documents have been registered in Twinspace on the eTwinning platform, all teachers have registered and been able to discover the platform and get involved in projects.All planned project meetings were successfully implemented and took place in a fruitful and productive atmosphere. At these meetings, objectives, targets and activities were clearly defined. An agreed timetable clarified all objectives and set specific deadlines, and these meetings were an excellent opportunity to exchange good practices in science education. Communication between participating educational staff strengthened networks and provided feedback on ideas that could be used in the project.The evaluations put in place show a real interest on the part of children and teachers in this type of discovery, the practice of experiments in class and the desire to ensure that this teaching continues in future years. The parents of the students appreciated this different approach, the team's investment in this project, its success and the communication around it.

In the European Union, one out of every six people - about 80 million - has a mild and severe disability. It is impossible to achieve the universal primary education goal without including the children with disabilities. 98 percent of children with disabilities lack formal education (UNICEF). For an effective education system that ensures the inclusion of children with disabilities in the school system, an environment without barriers in schools should be created. This is done by training relevant teachers, creating curricula and providing the necessary support to children with disabilities.With the SENDATA project, it is planned to ensure that individuals with disabilities have access to information and communication technologies and systems, especially under the 'Accessibility' theme.Technology-supported educational environments provide an interest and motivational learning experience in line with the characteristics of the learners. Assistive technologies support the vision, hearing, reading, writing, social and communication skills of individuals with special needs according to the type of disability and facilitate independent living skills. Assistive technologies, on the other hand, can affect students with special needs not only learning various skills, but also their self-confidence, their quality of life and, most importantly, their ability to live independently in society.The fact that digital education infrastructure works for students who need special education are not very wide, special education students need more individual education support, and that requires structured / classified and implemented collaborations with knowledge transfers at the international level.Among the technologies used especially for specially educated individuals, the tools with touch screen features that include visual and audio features should be used frequently for different types of disability, as they have many advantages. It helps to establish better connections with real life by individualizing the educational learning materials of the Assistive Technology tools, providing access to many applications, easy portability, making contact with the content in the virtual environment by touching, that is, with a more concrete form of communication, by providing physical and virtual interaction with concrete forms of communication. .In our Strategic Partnership project, there are five Special Education Institutions and primary school with special education sub-classes. Over 500 students receive education in the partner schools and together with their parents, they form a target audience of 1500 people in total.The SENDATA Project concentrates on Autism, Physical Impairment, Mental Deficiencies and Digital Applications to be used in assistive technologies to increase the individual development of children with different disadvantages. The contents of 'Motor, Social and Emotional, Language, Cognitive, Self-care Areas' and AR&VR for the development of children will be classified and guide videos will be prepared for the use of these applications in special education. The data to be created for students, teachers and families who need special education will be published as open access to all users at EU level via subtitles in 7 different languages.The project is divided into 22-month Preparation, Training, Project activities, Dissemination, Evaluation, Guidance and Reporting stages. 6 mobilities are planned within the scope of the SENDATA 'project.Digital applications for different disadvantaged students (Autism / Mental / Physical Disability) will be shared by addressing a development area in each mobility. After mobilization, a minimum of 162 different applications will be published on the website.Guidelines for target stakeholders will be created at the end of each mobility. In these bulletins, recent developments / articles across the EU will be compiled both in the digital applications applied and in the field of Autism, Physical and Mental Disabilities.The impact of the project on target groups; It aims to increase the Digital Skill competencies of teachers to search and use Digital Applications in the areas of child development, and to provide accessibility in education by creating equality of opportunity in the education of individuals with disabilities through the achievements of mutual good practices at the international level. The SENDATA project will create awareness at the local, national and EU level in the field of Special Education