"The aim of the project was to allow access to the handicapped-specific sports “goalball” and “blind football” for non-handicapped young people and to open up these sports to everyone as defined in Inclusion. For this purpose, a tournament should have been organized in each country (goalball tournament in Finland, blind football tournament in Germany). Teams made up of pupils from the surrounding mainstream schools should have been invited to these tournaments. In preparation for the tournament, training units should have been created for the classes so that the mainstream students could have prepared themselves for the particular sport.In the first year of the project, several video conferences were held, eTwinning chats and letters were sent between Jyväskylä and Hamburg in order to get to know each other and to work out cultural differences. A blind football tournament was planned for May 11th, 2020 in Hamburg (and an associated project week from May 6th to May 13th, 2020, in which joint activities with the students from Hamburg and Jyväskylä were planned). For this, 5 classes from Hamburg district schools and grammar schools which wanted to take part in the tournament were won over. In preparation for the tournament, bell balls and blindfolds were purchased, head protection made of foam and rubber bands were built and small training sessions were prepared. In addition, it was agreed with the vocational preparation department of the BZBS that they would take over the catering (drinks and food) for the tournament. Because of the Corona pandemic and the resolutions to contain it, the tournament (and the project week) were to be cancelled. The hope was that the Hamburg tournament could be rescheduled in the second year of the project and that the goalball tournament could be held in Jyväskylä as planned. Unfortunately, this was not possible due to the ongoing pandemic situation, so it was decided to conduct a virtual project week. During this project week, the students worked together on a teaching unit for blind football and goalball. Working progress was shared and partially tested in the other country. It turned out that the Finnish students were a little underperforming compared to the Germans, so that a tutorial video on goalball was made in Finland and a teaching unit with an image film on blind football was developed in German and English in Germany.The tutorial video for goalball is used in sports lessons at the BZBS in Hamburg and the teaching unit for blind football was sent to Valteri-koulu Onerva, as well as to the sports department of the Hamburg Institute for Teacher Training so that Hamburg's mainstream schools can borrow it and use it in class. In addition, the YouTube channel ""Jumping over barriers"" will continue to exist, where all small tutorial videos are available."

"Project entitled ""The use of information and communication technologies in education and therapy of students with disabilities as a chance for their success and social inclusion. Exchange of good practices between special schools from Poland, Finland and Malta"" was implemented by three special schools: Special Schools Complex in Słupia near Kępno from Poland (coordinator), Valteri Ruskis from Finland and Guardian Angel Resource Center from Malta. These facilities are attended by students with various types of disabilities, including those with intellectual disabilities. The main assumption of the project was the exchange of knowledge and skills in the use of information and communication technologies in the education and therapy of people with various types of disabilities. It was planned that each organization would bring to the project unique practices, absent in other schools: the use of RSA / EEG Biofeedback and PECS (Poland), proprietary development and use of a set of devices, programs and applications for therapy, inclusion and self-empowerment - incl. ""Graphical Notes"" (Finland), use of OptiMusic and Multisensory Room (Malta).All educators / therapists and all students attending our facilities were involved in local activities in each school. It was possible thanks to the commencement of the exchange of good practices already in the first month of the project through on-line cooperation of the staff. Moreover, 10 employees in each school and 10 students in each school were recruited to participate in short training programs. The implementation of the mobility allowed for testing the use of specialized devices, programs and applications that were not available to the sending school in work with students from these institutions. During the project implementation, each school purchased the missing ICT, thanks to which all students of our institutions use them today.The results of the project include, among others increase of specialist skills of the staff, implementation of new solutions in the field of ICT to work with students with disabilities in our institutions, increase of students' skills in various areas (e.g. alternative communication, artistic expression, key competences) and increase in the degree of social inclusion of this highly disadvantaged group people (e.g. by giving concerts, staging shows, taking part in contests, competitions, etc.). As a summary of the effects of our work, as well as for the sake of tools for disseminating the solutions we have developed, we have prepared 26 publications in English (additionally also in Polish), available e.g. on the websites of our branches. We are convinced that the results of the project will be long-lasting and the above-mentioned competences will increase not only in the children and adolescents attending our institutions now, but also in our future students, because the methods and tools that will be the subject of the transfer have been introduced into the work of our institutions on a permanent basis."

"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.

The aim of TRAP UP (Transnational Professional Upgrading Project) is to ensure and secure deaf and hard of hearing (from now on: DHH) children, access in life, educationally and socially.The overall aims of TRAP UP is to:1.Raise awareness and increase knowledge about how teaching methods can be used within the DHH teaching profession to improve the quality of teaching.2.Increase motivation for teachers by upgrading their special knowledge within teaching DHH children.3.Collect and share the great diverse knowledge of best practice for teaching DHH children, within a transnational perspective.4.Create the best possible school life for children who are DHH .5.Create the best possible life for children who are DHH, accessibility from the UN Goals https://www.un.org/esa/socdev/enable/disacc.htmThe field of teaching and preparing DHH children for adult life with the competences, this requires, is struggling, partly because of the increasing inclusive teaching paradigm. We wish to address this challenge by securing and qualifying transnational knowledge sharing at European level. Many children who are deaf or who are hard of hearing also have other challenges. Approximately one third of the DHH children have some sort of genome deficit or learning disability that demands special needs attention in the local schools with included children who are DHH (Andersen, 2014 & Cole & Flexer, 1999). The children are having a hard time to get access to the sourroundings, what is beeing tougt, the social communication and becomming the ultimate version of who they can be in life(Anderson 2015). Our mission is to help the access for these children through this project.This is a struggle we, all 4 partners: The School for the Deaf Ljubljana, Slovenia, State Development Center, Hearing and Communication, Germany, Valteri-koulu Onerva, Finland, Center for Communication and Welfare Technology, Denmark, identified and agreed upon in december 2019 at our second meeting in Slovenia. We would like to develop better ways to help this group of children in the best possible way and document this proces and share this knowledge on a web based platform. All 4 partners have been working with this group of children for several years. All 4 insitutions have a consulting function, that visits these children in the inclusion system. We all work with several schools who include DHH children. In the preparation phase each partner organization reaches out to some of these schools in order to make agreement with them, that they will serve as test schools in the project. In collaboration with the teachers in these classes we will execute testing periods based upon the test design that is prepared in the preparation phase. By working with user involving methods, and using co-creation, we make sure that the users get to know their own needs and they are at the same time able to give feedback while they are testing and implementing the tools.Our products will be:- Teacher training material on inclusion of DHH children in ordinary primary schools (e.g e-learning)The teacher training material is aimed towards teachers who work with inclusion of DHH children.- Distance education concept that aims to teach the individual partners how to implement distance education as an extra service in the individual organizations. Distance education is a necessary tool to reach all DHH children in our countries, but it has been difficult for many to find the right technological solution.- Classroom design concept. A documented guide that describes the best way to design classrooms to include for DHH children.- Differentiated materials for learning, e.g. books with visual stories and with sign language. The materials will be in English with a template for translation into any language.Every organization will get new tools and materials for teaching DHH children in different contexts. This means that the quality of the teaching and counselling will improve in general. The services that the counselling units provide towards inclusive schools will get more flexible, formalized and more standardized as they are getting conzeptualized new tools. This means a higher standard of counselling which leads to better inclusion for DHH pupils in inclusive schools.We hope to improve the quality of teaching within primary and secondary schools by focusing on knowledge, materials and new tools to improve the DHH children’s learning curve and their satisfaction, motivation, and results.The main target group for the project activities are school teachers in primary and secondary schools with DHH children and counsellors, who will benefit from the project through concrete competence development by developing new tools and concepts for their everyday practice. Finally the project seeks to include associated partners in the dissemination proces, to secure impact and sustainability on a broad level across Europe.