<< Objectives >>Touching Maths+ aims to develop an Extended Mathematics Core Curriculum for braille readers thus giving them the possibility to achieve the same academic goals in learning mathematics as their sighted peers. Math teachers will be equipped with tools and teaching methods that will increase the inclusion of braille readers in the classroom. The established methodology of creating Extended Core Curricula can be further used for other mathematical topics or even other subjects than mathematics.<< Implementation >>The project will include-Writing of EMCC and (reverse) adaptation-Testing the EMCC and the (reverse) adaptations with braille readers, math teachers and braille professionals-Writing of manuals on how to use (reverse) adaptations for math teachers and braille professionals-Organise training programs for math teachers and braille professionals in each of the partner countries-Create website, organise dissemination and awareness activities and promotional events.<< Results >>-Overview of existing contents of math curricula for sighted students per partnering country -EMCC for graphs, mathematical equations and programming in maths -Manual for braille professionals -Manual for math teachers-Recommendation report for other countries: how to create Extended Core Curricula for braille readers-Testing plan and test reports-Dissemination and awareness plan-Training programs for braille professionals and math teachers-Project website-Dissemination events

"The name of this project - “ALL ABOARD - Innovative actions and products to strengthen the competence of national expertise centers supporting inclusive education for pupils and students with special educational needs"" - describes also the aim of the project. The incidence and modes of implementing inclusive education practices vary in each European country. There is an increasing need to share the multiprofessional information on good practices and special knowledge on how to support inclusive education. It is also important to find flexible models to develop the training of the staff of expertise centers and mainstream schools. The main objective in this project was to exchange good practices and to create innovative actions and products, which would have input on the competence on each expertise center and in the end the results would effect to inclusive education practices in mainstream schools all over Europe. There were altogether 4 participating organisations in this project. The coordinating organisation was Valteri Centre for Learning and Consulting (Finland) who initially brought these interested partners together for the purposes of developing the original funding application.The participating organisations were Stadped (Norway), National Star (UK) and GO! (Belgium). All these participants share the role of being a support/resource center and thus share the main challenges, needs and aims: How to support the local authorities, schools, teachers and parents to implement inclusive education? The main idea of the project was inspired due to the partner organisations experience and capacity when finding new ways to support inclusive education.The target group in this project covered directly the staff of the participant expertise centers and indirectly all those interested in utilizing the results of the project for implementing inclusive education. This 32-months-project started in September 2016. The intellectual outputs of this project were ""Box of Best Practices"", ""Module of Thematic Webinars of Inclusive Practices"" and a ""Training Module for Supporting Inclusive Education"". The contents for these were gathered by on-line and face-to-face meetings, job-shadowings, training activities and the input of the multiprofessional staff of each participating center. The first phase was mainly to build up the ""Box of Best Practices"" to support the implementation of inclusive education and to create and produce the project webpages. This first phase also included three Job Shadowings for gathering the materials and ideas for the Box of Best Practices. Now the product is ready and available on the project webpages http://all-aboard-erasmus.eu/. During the second phase we created the ""Thematic Webinars on Inclusive Practices"". Each participating country chose the themes for their Thematic Webinars on Inclusive Practices.The Webinars were recorded and made available on the project website for future reference. Partners also promoted the webinars and their recordings amongst their stakeholders so that they could be of benefit to as large a group as possible. We also created ""The Guidelines"" for creating a webinar to support the philosophy of distribution. The main idea was to offer very practical support for those interested in sharing their expertise and experiences through webinars. The Guidelines are published on the project website.During the second phase in this project we also produced our third intellectual output ""Training Module for Inclusive Practices"". The main idea was to build up a five-day-Training Module on inclusive education. The Training Module was piloted in Belgium October 2018. This training module can now be offered as a new KA1 training programme. Sharing of the experiences and products happened throughout all project phases but especially during our last phase when we shared the products through multiplier events. The project process and results were presented to relevant organisations and participants during the National Seminars and the International Seminar. Participant organisations in Norway, Belgium and UK implemented a one-day National Seminar. The two-day International Seminar took place in Tampere, Finland at the end of April, 2019. The project was implemented as described in the application. The staff participating in the project have benefited from cooperating with and learning from the other participating organisations. We have also spread the knowledge of the project to our networks and got positive and interested feedback. Our Training Module piloting got very good feedback and so did the National and International Seminars. The products of this project will be disseminated by the participating organisations in many future occasions. The project webpage will be updated and we are hoping to be able to provide our Training Module as a KA1 course, which would enable distributing our results even more on European level."

This project aims at developing better school and local government guidelines to prevent and follow up compulsory school children at risk of dropping out of school through school absence. Targeting the challenges schools meet today with innovative and knowledge-based actions is the main goal in this application. The project will focus on developing new and better guidelines for municipalities and schools within the Nordic countries. A practical guideline for municipalities and schools will support both school administrative systems and school personnel in identifying and treating pupils who have or have started developing problematic school absence. It will also ensure that pupils with different challenges and problems are met with more individualized guidelines and treatment.This project stresses the need for better identification of problems, and treatment focusing on these. A variety of specified measures e.g. child’s social situation, child and parent wellbeing, and coping strategies have been developed and are practised. However, comprehensive documents targeting schools’ guidelines and practises related to school absence are lacking. The project will cover this need and develop a literature summary of school absence related program targeting outcome measures related to school attendance, mental health, and school competence. This will be done by going through the latest research literature and practises in schools today. Targeting educational government directorate and policymakers, school administration, teachers and professional with new knowledge-based guidelines and recommendation are a priority in this project. How municipalities and regions monitor schools and systematize educational and health initiatives, and how school administrations, school personnel and professionals develop integrated plans and guidelines, will be target. The models that will be developed in this project are aimed at supporting schools, teachers and service providers and strengthen their professional skills as well as their current practises. Describing important screening and monitoring tools, describing good practises and documented prevention and treatment approaches will support and contribute to better practises. The project will be administered and organized in three main phases over 36 months: PHASE 1. Develop a comprehensive assessment of school avoidance behaviour from the literature focusing on factors influencing attendance, how to monitor and when to intervene, strategies to improve attendance, and tools to help improve attendance. PHASE 2. Describe new approaches to manage school avoidance, monitor, treat and prevent. PHASE 3. Describe how policymakers, municipalities and schools can implement better systems and guidelines for preventing and treating problematic school absence.Statped has taken the initiative to the project. Statped will be the project leader and coordinate the execution of the activities and assign responsibility to the partners in the project. Each partner will bring the basic knowledge and educational system knowledge of their country into the project. Identifying the need for better systematic approaches, developing new and improved guidelines for municipalities and schools based on scientific knowledge and practical experience within the Nordic countries. The project is set up with local research groups within each country. The group members will communicate with each other and will be responsible for the progress within each country. The project's workplans are also followed up by joint workshops within the aims and objectives of the project.This project is expected to improve the quality and efficiency of educational routines and guidelines related to students' absence within the Nordic countries. The project will fill the gap and give municipalities and schools better tools and guidelines in identifying, approaching and evaluating practise related to school attendance problems. There will be developed and specified a plan to communicate and promote the findings from this project to relevant policymakers and national agency within each participating country and to other EU countries. The outcomes are also relevant for schools’ professionals, practitioners and academics working with problematic school absence. We will promote the outcomes from this project in relevant domains and areas of interest.

In this project, four partners from three European countries intend to develop a new type of visual teaching material in the subject of mathematics for deaf students between 10-12 years.The unique thing for deaf students is that they need to get their education in their native language, the sign language, which is a visual language. Sign languages are different all over the world just like spoken languages. That is why the project includes Turkish Sign Language, Norwegian Sign Language and Swedish Sign Language.This project will produce a teaching material, in the sign languages of three different countries, in the subject of geometry where we use AR (Augmented Reality). AR is a technology that will enhance the comprehensibility of our deaf students, but which will equally work on other secondary target groups. The end product of this project will be able to be used in AR glasses and / or tablets or mobile phones. We will place both sign language content in the form of video as well as geometric graphics in an educational layer on these units.Together we will produce the script with our mathematics teachers and special pedagogues from the three countries. After translations into each different sign language it will be recorded with a deaf actor from each country in the greenscreen studio the Swedish partner possess. The sign language videos will then be merged together with geometry graphics into AR by our Turkish partner. The combined effort of all partners and the final result of the educational material of geometry in AR, will amaze the end users which opinions will be researched and evaluated by Örebro University. In the long term, this AR material, will probably set the standard become a whole new media of distribution of educational material for the deaf pupils.