Our project’s aim is to make our students into people who are delicate, examining and creating answers for the issues of productive utilization of water assets, while likewise expanding the familiarity with the general population in our circle. The objective populace for this venture is 10-14 years of age students and the whole condition where we can make mindfulness. In this project, there are 8 schools from Turkey as coordinator, Romania, Italy, Spain, Latvia, Slovenia, Poland and Portugal. All preparation exercises were completed inside the extent of the initiative comprise of 3 phases; Participation of students in showing exercises under the direction of educators, subsequent formation of an item and show/introduction of this item to make mindfulness in different people. In the direction of the instructors, students found out about proficient utilization of water assets and disguised this data. Accordingly of this showing movement, students made an item. These items were solid results of film, publication or a protest outline. These items were exhibited on national stages and additionally TPM, so that consciousness of student items were made on different people. Arranged student exercises were of a level of bringing issues to light among the people outside the school. Students searched, created, designed and presented their items on particular points. The students who play an active role in each step provided that other people have knowledge while they were presenting or exhibiting the items too. The aim to create mindfulness in the people was reached by this way. In synopsis, the students learned and perceived while they were designing the items and the products were disseminated while students were presenting or exhibiting.During the project process, 3 Learning Teaching activities and 5 transnational Project meetings were held on. Project process included 20 students’ activity which each partner will carry out at their own school. Outcomes at the end of students’ activities can be listed: Project LOGO, my School, town and country Presentation, Questionnaires for students, teachers and other adults, Short movie about “WATER IN MY LIFE”, School Reports of pre-test , Poster about civil society organization, Posters about water importance, The Students’ walking posters, Film of interview, Big Banner for WORLD WATER DAY, Films about “how did we prepare big banner?”, Movie of Creative designed bike Tour for water, Creative art performance, Photo contest, Movie about “WAYS TO RECYCLE WATER”, New design from waste matters, Movie about water sport or game, Poster of “I AM TEACHER OF MY PARENTS”, Dance Performance, Creative T shirts and Hats, Movie of our Dress Prade and School Reports of last test. 8 national and international exhibitions and 8 national and international presentation carried out by using these outcomes. And also, all parents, people living around school, headmasters and teachers from neighbor school, representatives of civil social organizations, local authorities were invited to these events. International Report of Pre – test, International Report of last – test, meeting reports and Catalogue of whole project for the dissemination, were prepared with all partners. Our project was gone for getting numerous aptitudes and abilities of both students and educators. Especially, students made numerous presentations both at home and abroad, and found opportunity to exhibit the products they had gotten subsequently of activities. Students enhanced their English talking abilities and increased self-expression aptitudes before an outside group when making their English introductions abroad. This opened door empowered them to create self-regard and self-regard. Speaking with individuals from various societies who had not gone to abroad and who had not met with various societies before, have added to their social abilities.This project has made the showing vocation profession more appealing; the support of educators in managing intra-class differing qualities; Cooperative and imaginative practices for instructors, and reinforcing position of authority in training. Instructors took part effectively in this project. They had intercultural collaborations and had the chance to enhance their own and expert aptitudes by looking from an alternate point of view. Both Educators and students created innovative speculation aptitudes, social abilities, relational abilities, ICT utilize abilities.We can always see this project as a stage towards turning into a general public in light of shared regard and helping that everybody has level with circumstances and legitimate expectations for everyday comforts, assorted qualities is considered as a power source as opposed to divisive.

"The main goal of the 3-year project called ""Our story - a real story"" was involvement of intellectually disabled and discriminated because of their origin and economic background children and youth in using on equal terms as their healthy peers, cultural goods and its creation. The project involved cooperation of 9 schools that provide teaching in the area of special and integrated education. The participating schools came from the Czech Republic, Germany, Latvia, Romania, Italy, Portugal, Northern Macedonia, Turkey and Poland. Each year of 3 years long project ended with the production of a specific project product. In the first year it was a series of 9 books with the legends of each of the participating countries. To implement the planned activities in the first year, children and young people attended reading meetings during which they listened to their national, regional and local legends. Then they selected two of the most interesting national legend and one regional and local one. After choosing the legends, they made drawings that illustrated the published books, and developed their own texts. In order to understand the process of creating books, students participated in bookbinding workshops and visited professional printing houses. The result of strenuous work were series of 9 books in a bilingual version (in national language and English). Each partner of the project published a series of books in several or over a dozen copies. They were donated to the local libraries and school libraries to promote the project. The Selected legends were read by the teachers and school staff and recorded in the form of audio books. In the second year of the project were implemented activities related to animated and puppet fairy tales. While watching cartoons students chose their favorite national fairy tales. The two most popular tales from each country were distributed among partners and presented at a specially organized meeting. Then, drawing and puppet workshops were organized, during which students learned the secrets of cartoon characters and puppet tales creation . A trip to the animated film studio was made, where participants learned about the history of animated and puppet cartoons in their country. The ending product of the second year were mascots made by workshop participants, namely the three most beautiful ones were selected in a competition. The third year of project activities focused on puppet theater and actor. While carrying out these tasks, students had the opportunity to participate in puppet theater performances and the actor, where they had the occasion to watch the art of acting.In schools the theater classes were also held for students preparing the final performance, who were the authors of script as well. The main character of each performance was the winning mascot from the second year of the project. All performances were recorded and distributed among the project partners, and then presented during several showings. The prepared performances were the product of the third year, and also the culmination of the entire project. The implementation of various tasks contributed to the development of social and civic competences by increasing their knowledge of art in its broad sense and reducing their belief in being alienated from society. Through international activities, they became acquainted with the diversity of cultures and different perspectives on art. By participating in the workshops, they developed their skills in simple professions that they will be able to perform in the future, which gives them a sense of being needed on the labor market. In an innovative way, their reading competences were strengthened, and the international products of the project, in the form of a series of books with stories and legends of each country donated to libraries, increased motivation to read, not only among the students of partner schools, but also the local environment in which the project was realized. The created series of books and the recorded audio book are permanent evidence of the successfully completed project. In addition, ""Our story - a true story"" contributed to increase the level of language skills among teachers, and established contacts have developed into acquaintances and friendships."

"Primary school Bršljin (Slovenia), Zespol Szkoly i Gimnazjum im. Wladyslawa Orkana w Niedzwiedziu (Poland) and Agrupamento de Escolas de Castro Marim (Portugal) established contact via the eTwinning platform and decided for an international cooperation in the two-year project entitled ""Experiencing Diversity through Art"". The schools have students from different cultures and we respect diversity, so we selected social inclusion as a project priority. Using art as a medium for creative expression, the students learned about, explored and experienced cultural diversity. The theme was migration, so we were interested in literary stories and poems on this theme and the life stories of people who have migrated. We think that their experiences helped us establish the conditions for successful social integration of students from foreign language environments. The participants of the project were students and core group teachers of each school. The students, aged from 12 to 15, who could communicate in English, and especially the students from foreign language environments were included. At least 6 students and 3 teachers from each school attended the exchanges. We encouraged especially those students who have fewer opportunities for mobility. The international project’s aim was to encourage the participants to actively use English and to multilateral use of ICT in communication with the partner schools. The teachers upgraded their professional development, as the project required continuous and in-depth performance. The teachers of the partner schools exchanged teaching methods and experience in working with students, enriched their practice with adding new knowledge into their own teaching, and encouraged the active role of students in sharing experiences, reflections and discussions. This cooperation not only had an impact on the participants, but also on other students, their parents, other teachers and the local communities of the schools. The two-year project was based on 4 meetings which included the experiential learning, demonstrations, practical work, reproducing and excursions. Between the mobilities, the partner schools carried out the interim activities in which a set of classical methods and RWCT techniques (Reading and Writing for Critical Thinking) were used. In October 2017, Slovenia hosted a 3-day meeting for teachers of the partner schools’ core teams. We defined the programme using the methods of discussion, argument and simulation of social situations. Afterwards, the interim activities included the research and reading the selected book on migration, creating works of art, short stories and poems on migration, presentation of all three schools and countries, and presentation of stories of students from foreign language environment. In March 2018, Primary school Bršljin organized a five-day meeting of partner schools’ students and teachers. Some of the activities were the social evening, attending classes, visiting Novo mesto, learning about the stories of the people who have migrated to Slovenia, participating at the ""Poetry Night"" event, excursion in Slovenia and discovering the Slovenian culture, artists and cultural institutions. The focus of the interim activities from April to September 2018 was writing letters, reading the second book on migration, written by national authors of each country, the book’s summary in English, writing the script and rehearsing for a play. In October 2018, a five-day meeting was in Poland. The students learned about the stories of the people who have migrated to Poland, shared opinions on books they have read, played three theatre plays, had an excursion to Krakow, learned about the Polish culture and learned a Polish dance. November 2018 to April 2019 interim activities included writing letters, reading poetry on migration and diversity, translating the selected poems to English, writing original poems, and creating art poems and kamishibais on migration. The final five-day meeting was in May 2019 in Portugal. The programme included socializing and learning about the stories of the people who have migrated to Portugal, presentation of poems, creative poem writing workshop, attending classes, creating the cover for the final publication, excursion to Castro Marim, Lagos and Vila Real de Santo Antonio, discovering the Portuguese culture and drawing conclusions about the project. Articles on the progress of the project were published on the schools’ websites and in local media. After the mobilities, we created an online publications in 4 languages (Slovenian, Portuguese, Polish and English). At the end of the project a printed publication in English was issued. After the project, we used the students’ products, videos and the publications in our work within the curriculum. With publishing on eTwinning we raised awareness about migration and the importance of social inclusion despite the cultural differences."

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The idea of the project is to implement activities to equip intellectually disabled primary and secondary school students with universal knowledge of traditional cuisine, national music and folk costumes as well as handicrafts of each of the participating countries, i.e. the Czech Republic, Northern Macedonia, Latvia, Turkey, Portugal and Poland. Another important aspect for us is the desire to bring the skills of people with intellectual disabilities to a healthy society by organizing at least 5 exhibitions with photos presenting their skills and a gallery of products made during the workshop of the handicraft technique of partner countries. The target group will be about 250 intellectually disabled young people of school age. Due to the set objectives, the project will be implemented in two planes: 1.WE! - ABOUT US, FOR US!In this part, we plan to organize National Weeks of each country during which each partner will present, using information and communication technologies enabling live coverage, cooking a regional dish, learning national or regional dance steps, regional folk costume, as well as dance music of a given country, at which everyone will be able to have fun at one time. Thanks to the use of existing IT capabilities, disabled students will be able to see and meet each other, as well as hear the sound of foreign languages. On the last day of the National Week presentation, craft workshops proposed by each country will be presented. The interactive method of communication will allow all viewers to participate actively in this meeting and learn new handicraft techniques that will be permanently included in the school's work program during art therapy classes . Model making workshops run by a school from the Czech Republic, ceramics by a school from Turkey, wicker and salt dyeing by a Portuguese school, rug weaving by a Macedonian school, tailoring - weaving by a school from Latvia and scrapbooking by a Polish school. Portfolios will be developed from the National Weeks conducted by each school, which will constitute a compendium of knowledge in the presented field about each of the participating countries. At the same time, a photo course will be organized for students who will learn how to take pictures. The photos they took, documenting their skills and products made with the techniques learned, will be presented in the second part of the project, which will be implemented under the slogan: - 2.WE ! ABOUT US, NOT ONLY FOR US! The activities undertaken in this part will be the organization of a photo exhibition and gallery of handicrafts made with learned techniques. These exhibitions will take place in at least 5 cultural or public institutions that will condition a large flow of people, thus ensuring a large audience. The implementation of the project will help to improve the manual skills of disabled students, which will help them enter the labor market, thanks to which their sense of value and self-acceptance will increase. Participation in the photo course will equip them with skills that will allow them to present their skills and present the world seen through their eyes. Purchased equipment for making handicrafts will remain in school and will be able to be used in subsequent years of working with other youth. Parents of the project participants will feel satisfaction with the skills of their children, and the increased employability after graduation will reduce anxiety about their future. Teachers will improve their language and workshop skills, as well as improve the organization of their own and team work. Contacts and friendly relationships will be strengthened. Prepared exhibitions organized in cultural and public centers will contribute to changing the perception of young people with disabilities in the environment of people with an intellectual norm, which will help them accept their participation on the labor market. The exchange of international handicrafts traditions and information on cooking, music and dance will guarantee mutual knowledge of their cultures and the exchange of European cultural heritage.