"Against BubBLEContext/background:Bullying is an increasingly expanding phenomenon in all European countries. Numerous studies have been done on the dynamics that characterize it and on the numerous negative effects that this produces in students. The control and prevention of the phenomenon is still difficult to manage because very often the boys are resisting to report these episodes, not only for the consequences that this would have on a social level, but also for fear of any reactions. The monitoring of these behaviors is even more difficult if the victims do not have the tools to recognize them, let alone a social network that supports them. We're talking about guys with autism spectrum disorder. The few studies on the subject show that the peculiarities that characterize them make them ideal victims, so much so that, compared to boys without disabilities, they are 4 times more likely to be bulled. More and more European countries are adopting an inclusive education, but to be defined as such it must ensure that it is created as a safe and suitable environment for everyone's needs.Main objectives:With our project we aim to fight and prevent the phenomenon of Bullying against boys with high functioning autistic spectrum disorder (and the Asperger Syndrome), but not only, involving all the figures that are part of the boy's life context and that they play the role of main actors in this phenomenon.Our goal is to create a good practice that can then be adopted by other European countries not participating in the project and that can be adapted and revised also to combat different types of discrimination, which are victims of the most varied subjects.Through all these objectives we hope to make a strong contribution to the realization of what we hope will soon be an inclusive school, in the full sense of the term.Description of activities:We have divided our activities in four intellectual outputs: A study on Needs Analysis based on desk survey and in field questionnaires involving teachers and Administrative, Technical and Auxiliary staff, parents of guys with high functioning autistic spectrum disorder (and the Asperger Syndrome) and students between 10 and 14 years old from partner countries' schools; Planning of customized educational activities respectively aimed at teachers, Administrative, Technical and Auxiliary staff and parents of preadolescents with high functioning autistic spectrum disorder (and the Asperger Syndrome), with teaching methods that involve active participation, in order to provide them the guidelines and tools necessary to learn more about the phenomenon of bullying adolescents with autism spectrum disorder, to recognize it, to counteract it and prevent it. Development of a Tool Kit for early detection of risky bullying behaviors involving ""blue"" pupils with ASD, allowing an ""active surveillance"" of key signals. This tool will be customized in three different versions for teachers, Administrative, Technical and Auxiliary staff and parents of ASD students; Preventive action based on involvement of all students in socialising drama-based performances to develop knowledge and understanding of diversity and (on the other side) the ability of ""recognise"" bullying attitudes of the others, so as to defend their comrades and denounce such behaviors.Methodology:Forms of experiential rather than frontal learning will be preferred, using alternative techniques, such as the flipped classroom, the realization of theatrical activities, through which it aims to promote peer empathy and awareness of the phenomenon of bullying. The materials produced will be published on the project's webpage, which will provide step-by-step guidelines and video links that will lead to the project's YouTube channel, from which other schools will be inspired to design interventions to prevent and combat bullying.Desired results, impacts and long-term benefits:We hope that following our project, students will develop a greater sensitivity towards this phenomenon so as to be ready to denounce these behaviors, but above all to avoid their implementation.We also expect teachers, parents and Administrative, Technical and Auxiliary staff to have gained more tools for signal recognition and prevention of bullying in schools."

<< Objectives >>We want to contribute to developing a quality and inclusive education system in Europe, especially considering students with fewer opportunities (FO).At the end of the project:-Teachers have more skills and tools to implement innovative artistic practices for the teaching first language and literary, and have increased competences to foster in students Key-Competences for Lifelong Learning (KKLC);-Students, especially with FO, are more motivated to actively participate in learning processes.<< Implementation >>1. Project Management and Implementation Support2. Preparation-Local preparation activities;-Virtual mobilities to empower teachers.3. Transnational Working Session-Presential activity to deepen the competences development in teachers and define the intervention to be done locally, with students.4. Mentoring and Follow-up-Fieldwork– teachers implement with their students the activities developed, testing the intervention;-Mentoring;-Closing Transnational Meeting.<< Results >>2. Tangible-Informative and audiovisual content;-Artistic event (live-streamed);-Guide for teachers – a guide to implement theatral practices in teaching literary works;3. Intangible -Increased professional and lifelong learning competences in teachers;-Increased feelings of professional satisfaction and motivation in teachers;-Students (especially with fewer opportunities) are more motivated to actively participate in the learning processes.

"The PLURIS ACTORS project stems from the three partners' motivation to respond to the need to improve and update their methodologies and educational approaches in order to facilitate intercultural and inclusive processes, especially in multicultural and multi-lingual classes.In addition, the project responds to the Institutes' need acquire experiences in the management of European projects, in order to develop the European dimension of local educational processes. In relation to the priority ""Promoting a Comprehensive approach to language teaching and learning"", the project sets out the following specific objectives:For teachers, educators and staff members, improving:-the use of inclusive and cooperative approaches in multi-lingual classes- intercultural competences - management skills of European projects and especially in relation to the management of a project under the Erasmus + programme- the ability to network at local and international level- educational quality standards, activating inclusive and intercultural paths- Make International mobility pathways complementary to curricular pathways- Standardize procedures and tools for managing international mobility projects, through the use of digital applications, which can simplify administrative and organisational work-To increase and improve the collaboration with the Consortium's partners and also with external institutions and organisatons, to develop effective, sustainable and repeatable local and international proposals.For students, improving:-their intercultural, collaborative and socio-relational, digital and communicative competences, their sense of citizenship, equity and equal human dignity.-the critical spirit and autonomy through international exchange pathwaysThe expected results are as follows:-improvement of students, teachers and staff competences so that the Institutes are inclusive and able to create intercultural learning environments-improvement of methods and tools to foster inclusion in plurilingual and multicultural classes-sharing common methods and guidelines in the management of inclusive and collaborative processes-improvement of management of European projects linked to school curricula-broadening of networks and partnerships in favour of sharing methods, methodologies and experiences.In the project will be involved: 162 students and 18 accompanying teachers in short-term exchanges; 15 teachers for the international training; 3 Project Coordination Teams composed of at least 5 persons each; The whole school community will be directly or indirectly involved in the implementation of the project especially in local actions.The Project includes the following activities:-Action Research on inclusive methods and methodologies in multicultural contexts and multilingual classes-Elaboration of protocols and guidelines for inclusive learning in multicultural contexts and multilingual classes-Design and testing of educational tools related to project themes-1 Training for teachers-3 short-term exchanges for students in each project partner countryThe operative methodologies are related to the non-formal education, experiential learning and Gestalt theory's principles. Each activity includes active and participative methodologies. The use of new technologies and distance learning is envisaged above all as complementary to international actions.This initiative will allow all the Institutions involved to develop methodologies and educational approaches useful to make their contexts more inclusive and participatory, going to enhance the cultural and linguistic diversity especially in the multilingual classes.The tools and methods created, used and tested throughout the project will be useful assets not only for the staff of the partner Institutes but for any Institute or training centre that wants to benefit from it. The project will also enahnce the capacities of the partner Institutes to manage European projects, integrating a European dimension into their local curricular pathwaysThese skills and tools will not only make the Institutions more inclusive and attentive to the European and intercultural dimension of learning, but will foster the well-being and personal growth of students, stimulate the creativity of staff and families while working in multi-actorial contexts.Finally, the use distance Learning tools such as e-Twining will contribute to the digitisation of competences ,facilitating the Institutes to respond to the needs and competences of the XXI century students."

Economical and social changes in the European Union bring new opportunities and challenges. Due to the economic crisis of the past years, a lot of European countries face the fast growing dropout of at risk students that is, students who come from poor or minority families, usually with a lot of siblings and academically characterized as underachievers. Those students show low self esteem, a lot of behavioural problems, are often absent from school and finally most of them drop out school altogether. Research results have proved that at risk students perform remarkably better when they get involved in arts programs. Moreover, technology can undoubtedly be used as a means to challenge students, both high and under achievers, and engage them more actively into the learning process. As a consequence, we have thought that the TEEARS project combining ICTs and Art in various formats could be an effective way to enhance students’ motivation and engagement, aiming at the same time first and foremost to the education and schooling of at risk students. School curricula have traditionally been structured so as students study separately each of the disciplines. Equally important, however, is to bring wholeness to students' study so as to see how disciplines meet, overlap, and inform each other. Arts and technology, taught in context, provide an excellent vehicle for exploring these connections. Teachers will design joint projects pulling together skills and knowledge from other areas of instruction. The six schools participating in the TEEARS project are:1st General Lyceum of Levadeia (Greece), 1st Gymnasium of Orchomenos(Greece), Agrupamento de Escolas Dr. Jorge Augusto Correia- Tavira(Portugal), IES EDUARDO LINARES LUMERAS (MOLINA DE SEGURA-MURCIA SPAIN), Sportowa Szkoła Podstawowa nr 29(Poland) and Alibeykoy Anadolu Lisesi(Turkey) have at risk students and have been trying to find ways to help them. All are public schools with experience in European projects and a range of ICT facilities which have been operating in order to benefit all students, especially at risk ones.The participants intend on using a variety of activities in the project in order to strengthen the cooperation between the organisations with a view to establishing exchanges of good practices and to promote the development, testing and/or implementation of innovative practices in the field of education, training and youth, for example αrticle writing for blogs, newsletters, the TEAARS website, museum visits/projects, organization of a contest, movable mini-exhibitions/’project corners’/on site panels, a theatrical performance or a musical and of course short-term mobilities where teachers and students will meet for exchange of experiences and knowhow on art and ICTs teaching and learning. A range of methodological techniques will be used in order to fulfill the project activities and have the best possible results, such as basic data information gathering through questionnaires and observation, focusing on identifying the problematic areas in regard to the subject of the project, case studies allowing exploration in more depth of examples of good practices, analysis and reflection in order to draw conclusions and recommendations, field trips, debates and extra-curricular activities involving students, teachers and parents, role play, observation. To evaluate whether the aims of the partnership have been met and the expected impact has been achieved we are going to use the following methods: teacher observation, teacher-designed tasks and tests, portfolios, progress reports, interview guides.Through the TEEARS project the six partners intend to create both short-term and long-term tangible and intangible results and o achieve the biggest possible impact to future projects and policy processes such as designing technology and art rich curricula to help cope with the problem of dropouts, setting up the TEAARS website in order to provide continuous access to the general information of the Project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging an annual school festival, taking place in a different country each year on a common date i.e. the European day of languages celebrated on the 26th of September, with the aim of showcasing all aspects of student art in each school, providing a sustainable basis for ongoing development of practice-based pedagogical research in the area of how arts education in combination with ICTs improve the academic study, communication, and cognitive skills of at risk students, cultivating effective partnerships between artists, educators, and community organizations so as to amplify our collective impact on the students we serve.

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