<< Objectives >>Our goal is to empower adults with disabilities to become more involved in movement in nature with all their senses and to acquire new competencies of staff working with disabled people.This will reduce distress and stress for the disabled and the staff and increase care for physical and mental health and well-being. During outdoor activities, we will strengthen care for nature and reduce pollution. The disabled will be involved in daily activities, and the staff will be additionally trained.<< Implementation >>The following activities to empower the disabled and acquire new staff competencies will be implemented:-mental health care: mindfulness, meditation, sensory integration-physical health care: adapted cycling, walking, therapeutic horseback riding-sensory activation in nature-inclusive care for nature: waste management, carbon footprint reduction, sustainable mobility-inclusion of the disabled in Croatian and Slovenian society<< Results >>-Acquisition of competences (mindfulness, meditation, sensory integration, cycling assistance, conservation of nature) for disabled and personnel -Improving the expertise of UVID personal assistants and introducing new knowledge in their training programme-Enhancing teacher's skills and incorporating relevant knowledge into regular COOKT course-International inclusion of disabled in the social and natural environment-Greater care for nature-Cycling, sensory activation for disabled

"In the era of the ""global village"", education cannot stand still when the world is being rapidly changed by advanced communication technology,. Every day students benefit from ICT achievements, such as the various range of apps. These become their natural tools in learning and leisure time. By introducing elements of education without borders to the school offerings, the learning process becomes more attractive and accessible. Traditional teaching methods alone are not meeting the needs of disabled students. The best way is the method of ""Learning by doing"", in which students learn, experience, become active participants in the process of learning-teaching. In order to improve the educational offer of schools and the equalization of opportunities for persons with disabilities, 4 European schools (ZS 16 from Poland, Beacon Hill School from UK, CCOO Tomislav Spoljar from Croatia, Escola Secundaria de Francisco Franco from Portugal) have agreed to cooperate in the project ""Let's hit the road!"". The main recipients of our project are students with disabilities who will take part in 51 mobilities. Whole school communities will take part in the activities of the project. The main objective is to strengthen chosen key competencies through: improving communication, discovering European traditions and cultures, developing knowledge about the world, to improve social competence, self – esteem, team working, integration with their peers from Europe and the improvement of digital skills. The recipients of the project are also teachers and headteachers, as initiators and supporters of the learning process. The main objectives of teachers/headteachers group are: the sharing of good practice, selecting and working with the resources and tools to create educational programs, therapeutic as well as teaching materials and expanding the net of European cooperation. Another important group of recipients are parents. Our aim is to strengthen cooperation, involving them in the design work and to give them the opportunity of experiencing satisfaction from the achievements of children. We also plan to establish and develop cooperation with local entities supporting the activities of the non-formal education and other educational institutions. As part of the planned activities are 4 international project meetings; one in each partner school. The meetings will be to manage and coordinate the project. The focus will be issues related to the mobilities of students, evaluation, the use of IT tools, dissemination and implementation of activities. We also plan 4 short-term exchange visits of students within the framework of activities related to learning and teaching. They will be held once in each of the partner schools. Examples of activities planned during the visit: a visit to the host school, the community and surrounding areas, preparing regional dishes, handicraft workshops, participation in local and school events. As methodology we apply the cooperative education thematic using online tools, video conferencing, outside the classroom learning as part of learning by experience, training self-reliance and self-esteem of participants and regular verification of results.Developed during the project, the results will be used during the project and after its completion, e.g .: in the form of educational materials. They are: tourist guides, cookbooks, small-talk, eTwinning project, google for education, video conferencing, a music video documenting the project activities, information displays, brochures, posters, presentations, maps, etc. Furthermore, the result will be to raise the quality of education in educational partnerships through the introduction of long-term changes in the education and treatment of people with disabilities. Students will be more motivated to actively participate in school activities, creating new activities, and daily challenges. This leads to an increase in their knowledge of the culture, customs, geography, of the partner countries as well as their own self-esteem. They integrate with their peers from other parts of Europe which will increase their motivation to learn foreign languages. Participation in an international project becomes a success and a source of pride. Through these activities, we have the opportunity to show that people with disabilities are full and fully-fledged members of society. Teachers improve their language skills, professional skills, learn new ways of working. They will be established and enabling knowledge integrated in the framework of the schools' cooperation, which can lead to developing further projects."

One of the most important European goals is total inclusion. We truly believe that no matter how many resources, materials and supports there are for inclusive education, it is the teacher that ultimately determines its success. For that reason, our two-year project is aimed to provide our teachers with tools to accelerate the inclusion process in our communities in a successful way. There will be 4 special school communities involved: two from Spain, one from Croatia and one from Poland. The direct participants of the project will be educators and students with intellectual disability in age between 16 and 24. In our mobilities there will take part 7 teachers and 6 students from Poland, Croatia and one of the Spanish schools and 6 teachers and 5 students from the other Spanish school. The overall number of beneficiaries of the mobilities will be 27 special-needs educators and 24 students with intellectual disabilities.To achieve our goal, we will start increasing our competence and awareness as educators in the field of inclusion by broaden our practical and methodological knowledge and creating self-evaluation tools. Teachers will research about experiences, ideas and examples of good practices in their area, reflect on them and assess the possibility to embrace them. This research will be gathered in a report that will be disseminated to strengthen inclusion. The educators' mobilities will help us learning from new inclusive ideas from our foreign counterparts and having some feedback from them. We will create alliances between our schools and countries to support each other in this process. An essential aspect of our project will be inspiring our communities to implement a new approach towards students with disabilities and to provoke some changes to create a more accessible environment for all. We will create alliances with different agents to include our students in society with the same rights as any other citizen. The objectives of our project are mainly focused on teachers but they will affect also pupils. Students' competences, strengths and rights will be promoted among society as well as the whole Erasmus+ programme which facilitates that possibility. People from local communities will have a chance to meet and get to know better students with disabilities through the activities planned in the project, as well as their rights and the benefits of an inclusive society. Furthermore, students with disabilities will have a great opportunity to create international peer relationships while having the experience of an international trip. The whole experience will empower our students and the role they can develop as active agents in the process of inclusion in their communities and beyond. There will be many activities going on in each community regarding inclusion in cooperation with other social agents: inclusion awareness days, volunteer students at local NGOs, use of local media by our students, participation in markets and fairs, meetings and shared activities wiht regular schools, organization of professional developments, teachers research, workshops for students, etc. Nevertheless, the mobilities are of great importance in the project. Educators will be the beneficiaries of the first year mobilities and students will take part in the mobilities planned for the second year. The short-term staff mobilities, organized by every partner school, will be focused on observation of different European special education systems regarding inclusion, sharing and showing our good inclusive practices and getting some ideas and feedback. Whereas the short-term exchanges of groups of pupils will be focused on the process of inclusion and empowerment, on the creation of peer relationships between students of different culture and backgrounds and on broaden their experiences traveling abroad. During both kind of mobilities we will take part in study visits, workshops, formal and informal meetings, visits to companies, organizations and local administrations and we will share plenty of quality time. We will use and implement active and effective tools to make our cooperation successful before, during and after the mobilities (workshops, TwinSpace forums). The eTwinnig platform will be used not only in that sense but also to coordinate our job regarding the objectives mentioned above and disseminate the outcomings and outputs of our project.The results of our project will be the increase of inclusion opportunities in our communities as a result of higher educators' competence and knowledge (gained throughout the duration of this project), the creation of outcomes to help us and others navigating through this process and the promotion of our students’ potentiality and their empowerment as an active agents of inclusion. The potential long-term benefits will be seen both in a growth of inclusive practices in our communities, in our partnership countries and in the European education system

"Context,This project will bring together 6 Special Schools all with a slightly different area of focus and expertise but all school are aware of the social isolation of their pupils. Our project aims to tackle this issue and enable our pupils to play a more productive and involved role in our European society. Ourefforts aim to ensure we raise skill levels of these vulnerable students and have a direct and life longimpact on the connectivity with society in general.Objectives,Our key objective is to improve the social inclusion of our pupils through a range of apporaches, up skill students competencies (through staff training) enabling them tocommunicate more effectively within school, across schools and with society in general. These skillswill lessen their social isolation and enable them to connect better with everyday life. We havedevised a varied and interesting range of training and activities to raise skill levels and challenge all. The development of higher level literacy and numeracy skills are important components of this. Our objectives also include improving key competencies and skills, lessening social disadvantage and breaking down the barriers of disability.Securing these objectives will improve the life opportunities of our students and offered staff aprofessional development program demonstrating the benefits of life long learning and the realbenefits of sharing skills and expertise.Numbers & profile,the numbers of students in our 6 Special Schools vary from 100+ in the largest to approximately 60 inone other, all of the profiles show similarities in that their learning is significantly delayed, ourstudents are in need to much higher levels of support than their mainstream counterparts.Description of activities,the activities selected for training are directly related to improving student skills and competencies inthe areas of communication enabling students to get to know each other better eg social skill training. The activities and training sessionsare designed to be varied and responsive to changing times and enable students to link with others safely and to engage with society at a higher level. They are also designed to be suitable for special school pupils and crate an enthusiasm for this topic so it is seen as an enjoyable learning activitiesMethodology,All activities have already been discussed across the group and the methodologies selected have been tried and trusted in our schools and have a high success rate with ourstudents, At times it is multi sensory, at other times it may be interactive or direct teaching. Themethodology depends on the area of focus. It is also varied and engaging, the drama and dance is aninnovative and enjoyable means for students to increase their expressive skills, whilst the e-safety/ICTtraining is at the level staff and students will find interesting and enjoyable. All programs will betailored and modified to meet the needs of individual classes, pupils and staff.Likely results & impact,For a project to be worthwhile it must have a benefit and we need to gauge very carefully have effective our efforts have been. We will gauge the impact through evaluations and surveys of both staff and students and parents, we aim to raise theabilities of students to get to know each other in a number of areas, within their own classrooms, across their ownschool and between the partner schools, results will be posted on our website and agreements will beestablished in regard to the gathering of evaluations and surveys.Potential long term benefits,For our project to have been successful we need to up skill students in the process of ""Get to know me"", this will include people places and many aspects of our European society. the longer term benefits will be students who have improved key competencies and skills and lesser social isolation. We hope to share our project and its findings at alocal and regional level and also across wider educational gateways. Life long learning is animportant aspect for both student and staff and our project aims to have a longer term impact as werealize the benefits of sharing skills and expertise throughout our life journey."