"<< 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)."