<< Objectives >>Our main objectives (after 1 project year):1-Teachers have qualification of at least 70% in the field of special education,2-Teachers have awarness about policies by the partner countries in special education,3-To increasing in success of teachers in presenting materials and techniques in which pupils with special educational needs can discover their own interests and abilities,4-Developing key competencies in special education<< Implementation >>LTTAs:LTTA 1: Special Education Needs Students (18-24 June 2023) -SloveniaLTTA 2: Inclusive And Integrative Education (01-07 October 2023)- Czech RepublicLTTA 3: Why Don't We Learn Outside (04-10 February 2024)- TürkiyeMultiplier Virtual Activity 1: What are the policies followed by European countries in special education? (August 2023)Multiplier Virtual Activity 2: Material Design In Special Education (December 2023)<< Results >>We will produce the following concrete results:1) An inclusive and integrative education model to be developed,2) The material collections obtained as a result of each LTTA .3) Booklets for parents, pupils and all teachers were created from project outputs,4) 3 LTTA reports in which we measure the impact on teachers and pupilss as a result of each activity,5) Impact studies to be carried out as a result of the project,6)An eTwinning project with the same theme as this project.

"Time is an invaluable resource. Therefore, it is extremely important to use time effectively, to plan our goals, responsibilities, pleasures and activities that are included in our social life. When Considering that education is a process and the effectiveness of this process is largely possible with good use of time, our students and teachers should be highly skilled in time management.As a result of the interviews with our school guidance service, surveys with our students and the 4.5 interviews with our project partners, the areas that our students and teachers spend most of their time were determined as follows:a) Mobile Phoneb) Computerc) İnternetd)TV-Radioe) Sleep disorderf) Routinesg) unnecessary chats with friendsTechnology is, of course, very useful, very useful if used appropriately. But if not controlled used, it poses risks. Owing to the devices such as in mobile phone, tablet, computers and internet students are estranging from social life their scholl success is decreasing and they are almost becoming addicted to these devices day by day. We aim to overcome this problem, spend time with the activities more positive, suitable for our objectives and ages thanks to this project. There 3 mobilitres in this project and all the activities in these mobiliting serve this purpose.Our project aims to overcome these deficiencies in this field, increase awareness of students about effective time management and make them concious about than, make them social in addittion to academic success, bring them together with theirpeers having different culture and language, improve their language skills, reading in an out of school, do hiking, dance make, visits to historical and touristic, do sports, playing games suitable for their age with friends, spending time in library and most importantly get them adopt planned and programmed living habits.Our project in Slovenia in December 2019, in Italy in May 2020 and September 2020 is planned as 3 mobility to be in Turkey. Each mobility in our project was planned as 10 people with 7 students and 3 teachers. The age range of the students who will take part in our project is 14-16. This age range is the beginning of transition from childhood to adolescence and perhaps one of the most painful periods in human life. This age group was chosen especially for the purpose of developing and guiding the time management skills of the young people in this period when the turbulence was fast and the time management comprehension was out of control. The project partner has students in this age range in all 3 schools. In these three schools, these students have the problem of ""not using time effectively"" and the schools are trying to solve this problem. We have established this partnership because our problem and our purpose overlap.Each mobility and activity in our project aims at different activities and achievements that can be used in leisure time management. It is aimed to eliminate a different need in each activity. The events were planned to enable participants to learn by doing and living. In these student-centered activities, our teachers have a great job. Because our Teachers, will guide our students under the age of 18, will contribute to them with their knowledge and experience and will meet with their colleagues and will interact both professionally and culturally.All schools will participate with dissemination activities with their teachers and students. The dissemination activities that will start at school first will then be moved out of school. Erasmus + corner will be organized in schools, after the presentations in seminars and meetings for teachers, students and parents, a web page will be created for our Erasmus + project, social media tools will be used effectively, hand brochures and posters will be organized and the project will be announced in local and national press.We aim to achieve the following achievements with this project;• Individuals who use time effectively and efficiently.• More social individuals.• Higher academic achievement.• Individuals with high self-esteem and environmental awareness.• Individuals with advanced language skills.• Individuals who know different cultures and countries.• Individuals with increased motivation and performance.• Individuals who use technology for purpose.• Individuals who can use time effectively.• Individuals playing with friends in games appropriate to age and environment.• Individuals with skills in team spirit and cooperation."

"As the world grows increasingly complex there is an even greater need for individuals equipped with the knowledge and skills to tackle tough problems by gathering information, evaluating it, and presenting effective solutions. Projects objectives were to enhance student´s science, technology, engineering and mathematics (STEM) skills, increase European understanding, language skills, 21st century´s learning skills and social competences as well. We also wanted to share knowledge about participating countries school system, culture and traditions. Backround and motive for this project was to develope pedagogics of robotics as a tool for teaching STEM and other important thinking skills as well. We also wanted to help boys to have more positive view on schooling and to give them something concrete to do so that they would not drop out so easily. We also wanted to give girls more possibilities to enter field of STEM where they still are at minority.Robotics teaches the students basic technology skills and how to build devices designed for digital information collection and specific purposes as a team. At the project students participated projects conducted on these types of platforms. At the same time they gained an understanding of their own surroundings and how everyday technological applications works. Project activities were divided preparations and practices between meetings under same advices. At meetings practised skills were tested in action also leanerd more. Before each meeting, pupils prepared themselves for challenge assignments with advance assignments and materials. Tasks related to following areas were: 1. ""Built environment and robotics"", 2. ""Robotics in everyday life"", 3. ""Fraction, balance, power and movement"" and 4. ""Industrial robotics"". For teachers there were two short term stuff training course. First one was planned at project application and it was succesfully accomplished. It was important training course because it helpped to raise awarness of pedagogics of teaching robotics. It was also most valuable for introducing robotics system, VEX IQ, to be used at project. During training course participants had also possibilites to get to know each other, have more cohesion and conversate all possible problems that project might encounter.Second short term stuff training course was orginally meant to be 4th LLT with students. Due to covid19 pandemic the planned meeting was cancelled/postponed. Meeting with student was tried to organized again at August 2021 but Riihimäki, Finland, local rules to receive foreign students made it impossible. Meeting was changed in cooperation and approvals of NA's to be training course for teachers so that project objectives could be met as good as possible.At meetings the students took part in the challenge tasks. In the VEX IQ Challenge, teams of students were tasked with designing and building a robot to play with other teams in a complex, game-based engineering challenge. The problematic tasks were being created to meet the challenges of today's working life. Challenge assignments were shaped so that they were encouraging, offered experiences of success to different levels of students, encouraged co-operation and familiarized students with the potential of robotics. Teachers from participating countries led activities together improving their pedagogical skills at teaching STEM/robotics. The challenge task materials were assembled in eTwinning, so that everyone can use them also in the future. Power point presentations about school system, culture and traditions were presented at meetings. Schools also wrote a blog about meetings. After each meeting, the host country assembled a video from the visit. During the project, each country, depending on its starting point, prepared either a national or school-specific robotics curriculum or a plan on how robotics could be utilized at the current Curriculum. Concrete results of the projects were : project logo, the challenge task materials assembled in eTwinning open to everyone to use them in the future, videos about the visits, local robotics curriculums, blog writings. Power point presentations about school system, culture and traditions and project website. Most important results were not concrete but skills and attitudes that students, teachers and oraganizations gained about European co-operation and teaching/learning STEM generally and robotics. Students language, learning and social skills improved as well.Open project material at eTwinning will continue benefitting project schools and others to start and develop further their use of robotics at teaching STEM. Project schools have expressed that project results have already lead changes at their work. Profilation of organizations have raised locally and even nationally. Project partners have aggreed to work together virtually with robotics at this schoolyear year project funded by Finnish Ministry of Education."

<< Objectives >>Our project consists of activities aimed at helping individuals first be aware of their rights and responsibilities, and then develop skills that will support them in making social initiatives that will contribute to the society they live in. Starting from a young age, under the guidance of the teachers of the children who are the architects of the future; it is aimed to internalize subjects such as social entrepreneurship, financial literacy and innovation in accordance with their age levels.<< Implementation >>We have planned 4 transnational activities, intertwined with local activities on specific issues, in order to achieve the project objectives. The first of these activities is the course activity where our teachers will learn the methodology of gaining social entrepreneurship skills in primary school. In other activities, teaching methods enriched with innovative methodologies will be applied.<< Results >>We will prepare a comprehensive guide for teachers to mentor their students more effectively and to make the project applicable in other educational institutions. This guide will include interdisciplinary lesson plans and examples of extracurricular activities. We will enable teachers to develop knowledge, skills and attitudes on how to implement skill-based practices in out-of-school learning environments. We will change the perspectives of students' parents.

<< Background >>MLinSchools is a school education aiming to supply multi-modal teaching and training tools to teachers.One way to be multimodal is to read, view, understand, respond to, and communicate with texts and media that contain variously. Most text systems are multimodal, incorporating various types of media such as written, visual, and auditory elements. As people become more and more adept at reading, the method of reading text comprehension has also changed. Students must be able to comprehend, respond meaningfully to, write effectively to, and communicate in today's world. To ensure each mode has an appropriate semiotic tool, students must first understand how they communicate. We need to teach students Multimodality in the modern age, as well as they'll require it now and in the future. To raise the standard, teachers must improve our teaching and pedagogy to teach multiple modalities.<< Objectives >>To ensure the development of Multimodal Literacy skills, the MLinSchools will use the principles of media literacy, creative drama, and digital storytelling. There are studies in this area in the consortium members' countries. The fact that the project results are novel goods necessitates a review of relevant research and testing of the project outcomes in various national contexts. This critical element is critical for the pedagogical and innovative aspects of the MLinSchools performance.In order for the MLinSchools goals and objectives to be realized, consortium participants must have research, programs, or applications in the fields of Multimodal Literacy, Creative Drama, Media Literacy, and Digital Storytelling, as well as deliver project results based on the targeted innovative methodology. In these areas, each consortium member actively participates. This consortium arrangement will ensure that the project's goals and outcomes are met, as well as the needs of consortium members who are actively involved in these fields.<< Implementation >>One International Piloting LTTA with the participation of teachers and trainers from partner organizations (4 teachers/trainers per country/partner).One International Piloting LTTA will be held with the participation of students from partner countries (4 students + 2 accompanying persons per country/partner).Local activities will be carried out in each partner country with the participation of 40 students.Local seminars with 20 teachers/trainers from other schools, NGOs, and organizations will be held in each partner country (1 per partner country).One multiplier event per partner country with the participation of 20 people from the general public, targeted students, and stakeholders.<< Results >>Project Results:1-) Training Format For European Teachers2-) Multimodal eLearning Tools3-)MLinSchools Web PlatformOutcomes:-.Developed raising awareness process as well as developed emphatic and tolerant attitude (by Multimodal Literacy Skills)-Developed mechanism of consciousness-raising as well as emphatic and tolerant attitude growth (by Media Literacy, Creative Drama and Storytelling)-Acquisition of knowledge and skills about acquiring, assessing, and using information and critical thinking skills (by Multimodal Literacy)