In today’s World, it is a common problem in EU Countries that people who are with disabilities and special needs such as Down syndrome and mental disability are isolated from community and they are not accepted by other groups because their lack of communication skills and because they can not do like what social structure wants from them, and they try to survive with the help of other individuals According to data of OECD of EU and Turkey, approximately %15 of World population is composed of individuals with disabilities. So that, they are called ‘largest minority’ in the World. In EU countries, the rate of disabled people who left after primary school is %25. Also, %29.9 of disabled people are in the risk of poverty/social isolation in EU. It is noticeable that they are exposed to isolation from community and the rate of employment of them is low because they are not be included in production and social life.It is a important way to share the practices which are promising with international collaboration for individuals with disabilities so that they can acquire vocational skills in schools, provide self-confidence, maintaine their lives as individual offering added value to society and discipline social integration. On the basis of this problem, under the coordination of Turkey, we have met three schools from Macedonia, Romania and Turkey and decided to pursue our Project named ‘The SENDs Are Acting in Life’ Our most fundamental need was to produce solutions to uncover own potential of our student with special needs and to annihilate obstacles that they have countered and will countered.Facilitating the access of individuals with disabilities to health, rehabilitation, supporting education and employment, ensuring social equality for their success and mobilizing all the possibilities for environmental planning will make an important contribution to the solution of this problem. Education is an extremely critical topic for the employment of people with disabilities and for the prevention of poverty or social exclusion.We have selected the partners of the project, considering our personal initiatives and according to that there are experienced institutions carrying out educational activities on eTwinning in the field of special education, and also that the student profile is similar to our student profile We provided the needs analysis by conducting online meetings with other stakeholders. Basic and common problems of all partners; The socioeconomic status of many of the student families is low profile, a significant part of the student parents are disorganized families, the social exclusion of students due to the limited communication skills, anger attacks and aggressive behaviors, and the high level of post-school employment anxiety of the students. We believe that people with disabilities who are educated in schools can not generalize learning with classical education techniques, and supporting students with a production and art-based model will make learning more permanent and enable student integration into society.Our project will be realized under these two main titles. Production and Art. In 3 countries, 3 different production activities and therapeutic art activities will be held. In Turkey; professional skills will be gained in the field of organic farming and cooking with ecological production and gastronomy activities. Therapeutic studies will be carried out in the fields of painting, traditional crafts, earthen ceramics and music. In Romania; decorative objects such as ceramic works, vases, flower pots will be produced and professional skills will be gained in the field of cooking with gastronomy activities. A composition consisting of traditional music and dances will be prepared and a theatrical performance will be performed.In Macedonia; In the field of wood material production and restoration, professional skills will be gained and therapeutic studies will be carried out in the fields of painting and music. At the end of the project, a 3-part documentary film will be created and the reflections of workshops, professional skill workshops and art therapy workshops carried out in each country will be shown to students and teachers. The goal of our project; to enable students to develop skills based on production and art, and to participate in social life and express themselves with confidence. In addition, it is the rehabilitation of students and their parents, teachers to learn different methodologies, to support students' self-confidence and entrepreneurship, to facilitate their integration with the society, to get to know the culture of other societies. Our project is in the long term; It aims to encourage employment of disabled people by contributing to social production, developing lifelong learning skills in students and teachers, tolerance to different cultures, and creating awareness and sensitivity in all segments of the society, employers and awareness.

As Turkey Afyonkarahisar Naime Gevher kindergarten we aim our 3-6 years old students to;- Developing role-taking skills within the group,-Improve creativity,- An Orff workshop was established in 2016 with the aim of providing students with musical training in the pre-school period and providing appropriate training support in the direction of their abilities.During the training process; It was necessary to cooperate with educational institutions and teachers who were teaching Orff instruments in European countries with the reason that Orff instruments were being used by our children like toys and that our pre-school teachers were not experienced in how to train using Orff instruments. In the scope of the project, Lithuania and Macedonia will cooperate with schools which have training activities and implement training processes in their schools using Orff instruments and have experience in this field. Within the scope of the project, 3 schools; Pre-school teachers, music teachers, English teachers, administrators and teachers will take part in the project. 60 pre-school students in 3 schools between 3-6 years of age will participate in the educational activities to be held at the local level. Turkey, Lithuania and Macedonia will be conducted in partnership with our project, our teachers participated in local and transnational activities; Using the Orff instruments, students will prepare activities that will enable them to take part in the group, improve their creativity, recognize their musical ability,-Orff will collaborate on how to handle a lesson using instruments and how to provide classroom management,-Orff will prepare a training program covering at least 20 lesson hours in which they will apply the activities and teaching methods they will implement using curriculum instruments to curriculum programs. The events prepared by the transnational educational activities will be implemented in schools by the teachers of 3 schools. The training program prepared by evaluating the effects on the students participating in the training activities will be revised during the project. With our project;The -3-6 age group is a training model in which early childhood musical skills are discovered, children with musical ability are supported in their abilities, our children in an Orff orchestra are supported in areas where they are skilled and skilled in the group, having fun in our schools,-We want to spend the day with this project in order to strengthen the professional profiles of our teachers involved in the project processes. Within the scope of the project, we will establish a network of transnational cooperation, sharing experiences and good practices;- to raise awareness of learning in pre-school children,-To expose children's abilities in the early stages,-To increase the creativity of pre-school children,-You can make new friends through music,- Early children discovering the musical ability of our children living in the early age of music,- We aim to improve the skills of our pre-school students in the 3-6 year old group who take part in the Orff orchestra.

"The main goal of our project partner schools for pre-school education is to provide sound education foundations for our 4-6-year-old children. In all partner schools;-By using concrete educational materials, the educational environment has been created for children to learn by living and doing.-Montessori education units consisting of daily life, sensory, mathematics, language, and cosmic education tools have been created to develop the basic skills of our children in creativity, language, self-care, mathematics, and science. In Asım Kocabıyık Kindergarten, as Montessori materials are not designed according to children's interests and needs and educational activities that encourage children to use Montessori materials, the children participating in Montessori education, such as language, self-care, independence, taking part in the group, interest in mathematics and science skills were not developed and Montessori training activities were terminated.In order to apply Montessori methods, techniques, which are used as a common method in European countries in developing basic skills of preschool children in creativity, language, self-care, mathematics and science in the classrooms; cooperation with 4 preschool education institutions from 4 European countries based in Turkey, Italy, Slovenia and Macedonia that are possessed of Montessori materials, that have different experiences about the problems and solutions in the application of Montessori education method will be made.Within the scope of cooperation between 4 preschool education institutions;-Montessori materials will be designed in line with children's interests and needs and the classroom environment will be updated.-The work that appeals to children will be selected and materials will be added to and removed from the classroom to facilitate their independence.- Individual development of children will be evaluated.-The method of intervention to the use of materials will be taught- Children's interests will be directed to Montessori activities in the classroom.-We will share experience in preparing Montessori activities where daily life, sensory, mathematics, language, and science education materials will be used.As a result of the cooperation with experienced institutions in applying Montessori teaching methods, our goals are as follows:-Using the Montessori units, we established in our classes in an efficient way.-To give our teachers the ability to prepare and apply Montessori training activities.-To provide our children with basic skills in the fields of language, daily life, self-care, mathematics, and science by including our children in a training process using Montessori materials.-A booklet of Montessori class design examples is to ensure that at least 120 Montessori activities and a ""Preschool Montessori education plan"" are prepared, which include the use of daily life, sensory, mathematics, language, science materials.Project activities will last 24 months. 4 transnational staff training activities will be organized to prepare Montessori class material, daily life, sensory, mathematics, language, and science education departments and Montessori training plan. 4 pre-school teachers and 1 English teacher from each country will participate in all transnational educational activities.C1- A booklet included Montessori class design. 20 Montessori activities in the 1st and 2nd months of the academic year will be prepared.C2- Daily life, 40 Montessori activities to be implemented in the Sensory unit will be prepared.C3- 60 Montessori activities to be applied in Mathematics, Language and the cosmic education department will be prepared.In C4, a ""Preschool Montessori education plan"" will be prepared, which includes at least 180 teaching hours to be implemented during one academic year in partner schools. Activities prepared within the scope of the project will be implemented by giving education to students in all schools. The implementation of the activities in partner schools:- An educational environment will be created in all of our schools where children will learn by doing, living, trying.-The use of concrete and realistic teaching materials in group games will improve our children's creativity and social skills.-Language-developing activities will prepare our children for reading and writing- Mathematical activities will support the recognition of numbers, counting, matching, and skills of four operations-Cosmic educational activities will increase children's interest in science-With sense education, children will actively use their five senses-Daily life activities will improve children's self-care skills.Improving the basic skills of children will contribute to the achievement of the common goal of the partner schools in “To provide our children with strong educational foundations in the preschool period”."

Inclusive education at the kindergarten level does not only mean the integration of children with special needs, but also involves another approach of preschool pedagogy, an inclusive or curricular approach which essentially captures and highlights two basics concepts: uniqueness and diversity. Education for all supposes a proper use of the human, material and methodological resources, so that each player of the educational process has the opportunity to learn and develop. Starting from all of these, we decided to create this project in order to educate and support personal and social development of happy, independent and positive children under the careful supervision of professional and personal developed teachers which offer quality services, in order to integrate the children in a multicultural society and also they can change the mentalities and prejudices among the parents. The four partner kindergartens from Romania, Turkey, Lithuania and Macedonia aim to create an inclusive educational act by collecting innovative methods and strategies in a guide of good practices, strengthening international partnerships by developing the transversal competences of the teachers and ensuring a inclusive environment in units, by developing the social skills of the members of the educational process. Through this project we want to emphasize not only the possibilities and premises of children’s progress, but also the potential and motivation for change and development of teachers, as well as focusing parents’ attention on children’s education. The structure of our project includes: A. Organizational activities: 1 activity of selecting the project team in each kindergarten 1 activity for creating a communication network with partners 4 activities of preparation on informative materials for participants 4 activities for preparing the logistics for the teacher’s movement 1 activity for developing the monitoring and evaluation tools: direct observation sheets for children, questionnaires for teachers and parents, a monitoring sheet for dissemination activities in the classroom for each teacher 1 activity for elaborate, translate and publication of the guide B. Promotion activities 1 meeting with the parents in each kindergarten 5 working activities within the Erasmus+ Club in each kindergarten 5 working activities within the project web pages 1 cultural-artistic event in each kindergarten 1 banner in each kindergarten 1 activity for distributing 100 flyers in comunity, each kindergarten C. Mobility activities: We carry out 4 movement activities with a duration of 5 days each. These will suppose exchanges of good practices of teaching / learning methods and strategies, based on games and activities, traditional games, digital activities with children and interactive activities through music and dance. D. Dissemination activities: 1 training, 1 workshop, 1 team-building with teachers 3 activities for applying the new methods in classroom 1 workshop, 1 focus group, 1 exhibition with products made in the Club with parents 1 pedagogical circle/ regional workshop with teachers from others kindergarten1 seminar with people from the community E. Monitoring and evaluation activities: 1 activity of completing / interpreting the direct observation sheets of the children in each kindergarten 1 activity for completing / interpreting the activity monitoring sheets in the classroom of teachers 1 activity of interpreting the questionnaires given to the parents in each unit 1 activity of completing / interpreting the questionnaires of the teaching staff regarding the development of transversal competences 1 activity for collecting the final conclusions 1 activity for elaborate the final report The impact of all the activities will highlight an increase of the level of acceptance of diversity and will adopt the principles of inclusive education among our communities. The teachers will have the opportunity to increase the methods and strategies of teaching/learning process with preschoolers, to evolve in collaboration with children, colleagues and parents and to develop socially, civically and professionally. The children will develop their social skills in the sense that they will accept the differences between them and cooperate with each other, showing tolerance and cooperation. Parents will become aware of the importance of accepting diversity and collaboration with the school environment and will become more flexible, tolerant and more informed about the dimensions of an inclusive school life. We thought that only together we could create an inclusive future!

Alone in the world was a project for teachers in which four partner institutions from Romania (coordinator), Bulgaria, North Macedonia and Turkey intended to cover at the preschool level of the education system the acute lack of information and didactic practices meant to create a welcoming environment for learning and socialization to which they have to access the children with special need at main education. As we all know, the inclusion of kids with special needs is an action in line with EU priorities that seeks to provide equal opportunities without discrimination. In each educational system we noticed the same problem: children with special needs are excluded from activities because they do not have communication skills, they are not accepted by other kids in the group, they haven`t social behaviors. Thus we realized that the kids with special needs, present in the usual classes aren't unable to work because they need a different kind of activities to be included in the specificity of the group and to use and develop their skills. The inclusion of children with special needs in regular classes is a serious problem of the each partner education system, which has led to its transformation into a complex intervention strategy. Therefore, with the help of specialists and teachers we have successfully used in teaching several innovative methods of integration and inclusion through a wide range of activities and games for with disabilities (SEN). Starting from this situation we understood that, the teachers haven`t an auxiliary with activities and games on the strategy of inclusion at preschool level of kids with special needs. One of the objectives of the project which was achieved after 2 years was to collect from all partner countries different types of games and activities inclusive for the realization of a Gaming auxiliary and activities for inclusion, that led to the integration of children with special needs in the educational act. Another objective achieved during the project was to create an inclusive environment by developing social attitudes, acceptance, information, interaction, collaboration and mutual learning of the target group of children, parents, teachers and community. By achieving this goal we managed to offer to children with SEN an inclusive environment which led to the integration in mainstream education of a larger number of kids with disabilities and preventing the early school leaving from this age. Through this project, as a long term benefits, the parents of the other children and the children in the class accepted that children with disabilities need special attention and other types of activities that take into account their special abilities, skills and needs. Participants in this project understood and became aware the need to combat all forms of discrimination. They gain a better sense of their own identification through the compassion, understanding with that of our partners promoting tolerance and accepting differences. The Gaming auxiliary and activities for inclusion it can be a educational resource for those interested. The activities are divided into monthly and we have proposed at the partnership level to choose the types of games that we want to run monthly to see their applicability in different countries and educational system. The activities of the project combine improving the life and personal skills with the learning through the games , workshops addressed to all participants( children, teachers, parents, community, specialists), Job-Shadowing activities, examples of good practices in the teaching-learning process, games with children, parents, partnerships with other institutions. There were physically 4 LTTs- each partner organized at least one-and activities which took place prior or after (preparation and dissemination) with at least 20 direct participants in each and their activity appears in the minutes of the meetings, certificates and reflexive journals which will prove the competences acquired. The long-term results are the integration of as many children with SEN in mainstream education, preventing early school leaving, improving classroom work methods of the teachers by using the Gaming Auxiliary and activities for inclusion(result of the project), increasing the prestige, visibility and desire for innovation of the partner institutions in the project. Adapting the activities to the requirements of children with improves the material and didactic basis. Also, as a long term results , the parents of children with special needs will realized that by involving in all activities they obtained a way which will help them become more easily integrated into later school life. Integrating these children into school life and in community life can make them functional adults in society in the future. Spending quality time with their children, parents will change attitude towards their own children, accepting them, encouraging them, and supporting them.