"Through a series of activities often outside the normal school curriculum, allow a series of children in difficulty to reintegrate into the school environment, to better live their school life, to be better considered by their entire human environment.To do this, the partners had to:1- to recognize this group of children in difficulty, but especially in social difficulty2- offer them a series of activities in which they have chosen the one (s) for which they have affinities or even talent.3- work with small groups to promote socialization4- to highlight these children whose solution of their problems consist mainly in giving them or giving them confidence, showing them to their companions and their parents with their particular talents.During the two project years, the partners realized fourteen three-week activities in which the children were able to demonstrate their abilities that we ourselves did not know.Recognition in the group is an essential element in social life. Our goal was to allow some children to enter this recognition.The monitoring of the program, the seriousness of the partners involved in the process, the willingness to carry out these objectives have favored the positive results that we have been able to record.The two short-term student meetings were all intense moments during which the children spoke without restraint, made progress in understanding the linguistic interest, exchanged addresses, e-mail addresses.During these meetings, they worked in heterogeneous groups, still favoring contacts. The linguistic difficulty was circumvented by gestural explanations, the help of the accompanying teachers in particular.An important moment during these meetings was the presentation of each participant in front of others in a language that is not his own, during which time it is necessary to make a considerable effort against stress, fear. But what a relief during the applause of the other participants.Two booklets have been prepared. They take back all the reports written by the persons in charge of the activities carried out with photographs supplementing the vision that each one can have of the work accomplished.The website allowed all actors, but also the outside world to follow the progress of the project. It allowed parents to see what our project was.Among the positive points obtained, we can mention the students that we have been able to avoid the distance from others, those that we have highlighted in certain disciplines. Many students living a normal social life have come closer to the students targeted by our project.And then, when parents call us to report a positive change in behavior of their child, we can shout, as did Archimedes ""Eureka"".At the end of this part of the project, we can have two thoughts:- to be successful in a project, we need to have a close-knit team, a thought and methodically prepared, preparation in which each participant is 100% involved, in which the coordinator must be a model, a guide, a rock to which we aattach in the event of difficulty, the centralizing factor is the mutual trust of all the elements of the group.- then the end of our European project must not mean the end of life of our initiative. Our goals must continue to live in our school environment; the results obtained during these two years must continue in the future to allow a better school life for all students. Each partner of the project must therefore continue to know the students entrusted to him, to put the talents of all in evidence, to harmonize the schooling of all students.All the elements relating to our activities, our meetings can be found on our website at the following address:http://erasmus-colour-the-future.e-monsite.comOn this site are also the feedbacks and testimonials collected from each partner. The feedback is summarized by twenty questions to which the educational team surrounding the local coordinator had to respond.The testemony appeals to the coordinator, a colleague, a parent and two students as project actors."