The aim of this project was to create innovative intervention model based on cognitive and narrative psychotherapies principles and elements improving students with EBLD learning motivation to prevent early school leaving (thereafter - ESL). The aim of this model was a precise identification of the genetically programmed needs, i.e. its’ content, which determines emotional and behavioral difficulties. The project seeks for extension of the model with children thoughts i.e., enabling to modify them and replacing the needs satisfaction forms with pro-social behavior. It was expected that this method will increase an internal motivation of students with EBLD for behavioral changes. Project partially has reached it's objectives: • to create the instrument defining students with EBLD profile; • to create and test innovative intervention model based on scientific research methods and cognitive and narrative psychotherapies principles and elements; make it ready to use for an international team of educators; • to create gamified IT tool using the project intervention model enabling particularly approaches for engagement of contemporary learners and educators. Intervention model was created for students with EBLD of 12-19 years old studying in relevant educational institutions (e.g. secondary, VET, special or youth schools). The direct target group of the project - students with attention problems, hyperactivity, memory problems, tension to disobey the social rules and instructions, having poor language abilities, poor social skills, aggressive, withdrawn or bizarre behavior, poor academic performance and students with mild intellectual disabilities. Special attention will be paid on socio-economically disadvantaged students. The other large group of beneficiaries - tutors/educators, who are working with the target group of students and will have possibility to use created innovative intervention model and other project outputs. Project contained several innovative products: • a new instrument to define the psychological and pedagogical profile of students with EBLD, aimed to reveal an in-depth behaviour reasons as well as cultural differences; created new Students Needs Analysis Instrument, helping school specialists to identify the reasons of emotional, behavior and learning difficulties of students with EBLD; • a new intervention model for students with EBLD; • a new EBLD intervention teacher training curriculum; • a new gamified training tool, enabling students with EBLD to learn at personal pace, using verbal and visual interactions. The consortium of project partners consisted of 3 HEIs, representing social sciences (LT, IT, GR), 2 SME dealing with technologies (LT) and innovative pedagogy (LT, BG) and 1 VET (DE) with expertise in pedagogy for students with special needs. After project evaluation, project duration was shortened from 3 years to 2. Accordingly, there was made a budget cutoff. All this influenced project activities and made some difficulties in reaching planned numbers of people from the various targeted groups. Some of the planned activities (such as learning/training activities for teachers), were not implemented as well. Due mentioned reasons, project consortium could not reach mentioned impact as it was planned in the project proposal (there was no possibility to test such activities practically): • Increased learning motivation and reduced early school leaving of students with EBLD; • Students with EBLD increased social inclusion and more active participation in society; • Increased level of Digital competence of educational institutions specialists; • Increased opportunities for professional development of teachers, researchers, lecturers, high school students, policy makers and other stakeholders; • Parental increased satisfaction with schools.Despite mentioned aspects, the impact of created intellectual outputs could be observed through such activities:• Educational institutions specialists and their improved competences, related to Professional profiles. It was reached during multiplier events whereas participated teachers and even pupils with EBLD (in Bulgaria, Germany).• Increased teachers‘ motivation and satisfaction in a daily work. This impact could be partially monitored, during the multiplier evens. Unfortunately, due to shortened project duration and budged cutoff, project team could not arrange learning/teaching activities for teachers in order to measure their motivation or satisfaction working with created IOs.• Increased professional development of specialists, involved in the projects activities. All specialists, which were related with the creation with IOs activities, participated in multiplier events, enhanced their qualification in their daily work with students’ with EBLD.

Background/context of the project; number and type/profile of participants: In 2002-04 with funding from The Finnish Board of Education, Kuopio Conservatory was given the task as a pioneer in Finland to create administrative and pedagogical guidelines for the Individualized tuition (IVT) in the curriculum of Basic Art Education. This was the starting point to develop Kuopio Conservatory into an inclusive music school. It especially was focusing on teaching methods for pupils with intellectual disabilities. IVT required novel ideas into the education of music pedagogues as well. The Savonia University of Applied Sciences started in cooperation with Kuopio Conservatory to develop the inclusive pedagogy in the training of music and dance pedagogues. In the same time the need of knowledge and practical experiences of teaching pupils with special needs was recognized at European Music School Union (EMU). There was a lot of international and national conventions, public contracts and laws, which oblige to give the opportunity to high class art education to everyone. The experiences of Kuopio Conservatory were presented at several Capacity Building seminars of EMU. Five project partners of IPA-E project were founded through these forums. It was clear from the very beginning that the project partners will representative both practical pedagogy (music/dance schools) and teacher´s training (universities). Nevertheless, the focus was in music education.In IPA-E Project the partners were pioneers in developing inclusion in their own countries both in music schools and other art pedagogue education. Each organization had a slightly different approach to inclusion. All project partners had versatile and innovative pedagogical solution of inclusive pedagogy.Objectives: The best practices at the music/dance schools and at teachers training at the universities were collected for to find out solutions for promoting inclusion in art education. Description of undertaken activities: There were five project meetings during the project; two in Finland, one in Germany, Lithuania and Austria. The last one was The International Final Seminar in Kuopio, Finland. The core of the team working was the reflection during the whole project. The reflection was done by observing,discussing (round tables),writing,reading, analyzing and learning by doing in the workshops. After every meeting the homeworks for the next meeting were sorted out.Results and impact attained: Because of a different approach to inclusion, both an extensive theoretical and practical competences and excellent team working skills of each project participants, the best practices were noticed not only as concrete pedagogical and methodological exercises. To find out the best practices for influencing on attitudes and promoting the accessibility were important as well. It was stated that inclusion in pedagogy means change in attitudes, teachers training, curricula/syllabus, administrative operations, development work in methodology, strengthening the practical and theoretical skills of pedagogical staff. The challenges of the accessibility proved to be cultural differences (lack of the knowledge), economical and geographically. For promoting accessibility the cooperation especially with the kindergartens, schools, art institutions (museums, orchestras) and NGOs perceived very important. It seemed that however the most difficult thing in inclusion is to change the attitude which is the starting point to develop inclusion. In the teacher´s training the practicing with different people with different special needs (mixt groups) and in the multi-professional teams was found necessary. The public informing of IPA-E succeeded well. The interest of media exceeded all the expectations. About IPA-E -project it has a been written on national and international level in newspapers, trade journals and publications of international conferences.The best practices of the inclusive art pedagogy were led to the follow-up application ALIISA (Erasmus+ KA201,strategic partnership). If relevant, longer-term benefits: The Final Seminar was an excellent forum for national and international networking for teachers,students, researchers, artists and workers of different culture organizations. New project and co-operative ideas were founded. An increased interest of the teaching staff for Erasmus Job shadow exchange. After the seminar the participants have got many requests to come to speak about inclusive art education and inclusive teachership. In the application of IPA-E the question was asked:Who is entitled to high class music education? In the Final Seminar this question was answered but a new question was asked: Is a person with special needs entitled to perform as an artist? The long- term benefit of the IPA-E project was to be aware and convinced that inclusion is sharing the humanity and loving people with all restrictions and special features. Making all kind of arts together.