"Mersin Metropolitan Municipality Special Education Practice Center and our partner institutions, have addressed the problems encountered in the field of special education in Turkey and in the Europe. We have found the problem that we can not find the most obvious and the solution can be ""treatment of behavior problems"" among our other problems.Thus, we have created this Ka229 project which called ""Creating Positive Behaviors"" to find a solution to our problem that we have analyzed with our partners. Problem behavior; which interferes the learning of the individual or other individuals, affects the social relationship and interactions negatively, the behaviors that harm the individual or his/her peers. Various behavioral problems that we often encounter in our institutions, such as bite, strike, escape from school, harm to objects, spitting, yelling; negatively affects learning process and quality of education, reduces teacher motivation and prevents the acquisition of academic skills. These problems negatively influence the active learning and teaching process and thus we don't have the opportunity to work efficiently. In the light of all this arguments, this issue has led us to find the answer of ""what shoul we do"". As a result of sharing opiniouns with our partners, we have found that each institution has deficiencies and competencies at different points in the solution of behavioral problems.The skills and experience of our partners, particularly in the implementation section, is a good opportunity to complement our shortcomings in our pupils behavioral problems. However, it is expected that the combination of the theoretical knowledge of the teachers of our institution on the behavior problem and the good practices in the partner institutions will have a positive impact on the decreasing the behavioral problems.Therefore, five teachers will participate directly in this project, one coordinator from each partner organization, one legal representative and three teachers. Two of the three teachers who will be participate in this project need have a bachelor's degree in special education. The other participant will be selected from the administrative staff of the school or from teachers who teach in the music, arts and sports courses to the students. Participants who will participate directly will be involved in the LTT activities of the project and participate in the workshops. During the 4 LTT activities planned in our project; Diagnostics and analysis of the behavior problems in parts of Romania, preparation of plans in Greece, implementation of the plans in parts of Italy, plan evaluation, monitoring and the results will be studied alternative solutions to produce parts in Turkey. An evaluation report will be prepared on the basis of these studies and a behavior change plan draft will be established for each partner institution. At the end of project; we want teachers to acquire sufficient knowledge and experience, to overcome their deficiencies in the handling of problem behaviors, to specialize in effective classroom management and to increase their professional motivation. We hope to improve learning performance and reduce inequality in learning outcomes by providing an effective learning environment for them through the treatment of problem behaviors exhibited by disadvantaged individuals. We are hoping that disadvantaged individuals will be treated from these problem behaviors and become collectively more compatible and accepted by society. We will use the PRINCE2 method, which is the most risk-free method in the management of our project, to minimize the risks that may be encountered in the project management process. We will draw up various commissions, inspired by the PRINCE2 method, to ensure that our project is carried out in a healthy way, to ensure coordination among partners, and to make a sound assessment. These; the senior management commission where the legal representatives of the partner institutions will take place, the project coordination commission, where only the project coordinators will take place, and the senior evaluation committee, where the project period and post project evaluations will be made. After the completion of the project period, a report containing the project outputs will be prepared and this report will be presented to the highest official authority responsible for Special Education in our country. Our overseas partners will also submit a report to the highest authority in charge of Special Education in their respective countries. A file containing our project results will be sent to all stakeholder schools through the local institutions responsible for Special Education in the partner countries (the Provincial Directorates of National Education in our country). We will make our project results accessible to everyone by publishing the results of our project on our website and social media pages."

"Special education in Romania is undergoing a time of acute change due to the increasing number of children having autistic spectrum disorders, severe intellectual deficiencies and associated deficiencies. There is a significant need for new methods, new teaching techniques, the development of professional skills of teachers working in this field, the adjustment and development of an educational design in correlation with the children’s needs.The project ""Art for autism"" wants to support institutional development as stipulated by the Institutional Development Plan and by the European Development Plan by means of sharing, practicing teachers in special education through specific knowledge on the subject of autism and also learning directly from specialists working with different art forms at a special European education institution with a similar profile, live. Our aim is for the teachers working with children with severe intellectual deficiencies and autism to develop specific skills in order to work more efficiently with these children, to become more confident regarding their work and thus to increase the quality of the teachers’ methods and strategies.Art therapy is based on the recognition that the fundamental thoughts and emotions, that come from the unconscious, get expression in images rather than in words. There is no right or wrong way to express emotions through art therapy. You do not have to excel in painting, modeling or sculpting. You just have to feel free and express yourself freely. Art therapy teaches children and the big people to express themselves, to give a free kick to creativity. Whether it`s art therapy through painting, art therapy by modeling, art therapy through gaming, art therapy through dance or theater, the child learns to become himself, to express himself freely, to become confident in his own forces, communicate and relate, in a word, to being a happy child. Art therapy is an opportunity for everyone to express themselves spontaneously and authentically, an experience that in time leads to personal fulfillment, emotional healing and profound transformation. Art is also a major form of learning. Art can teach a multitude of abilities and acquire knowledge that can form the basis of more complex knowledge. Because it is an attractive form of teaching various educational content, art therapy can be a novel way to develop basic knowledge, skills and competencies in children with autism. Involved in activities that are based on different forms of art therapy, we will stimulate pupils`interest in teaching, prevent school abandonment and diversify the educational offerWe expect an increase in the efficiency of the educational act through the integration of new European methods and working techniques, the integration of the acquired experience in the classroom, the usage the theoretical knowledge, the competences and the practical experience gained from both the training courses and the job shadowing. The impact of implementing such an institutional project will be upon all teachers from our institution and from other special schools and even from the integrative mainstream schools, pupils (who will indirectly benefit from a better quality educational service), the parents of the students (who will have access to the materials produced within this project that will be free to access), and the Pascani local community who will become aware of the problems the children with autism and severe intellectual deficiencies are facing."

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.

We aim to prepare our young learners for the 21st century and meet EU objectives by supporting them to develop:- an increased sense of initiative - an increased level of creativity- improved levels of skills for the 21st century classroomThis project will meet these objectives and collaboratively explore innovative learning and teaching methodologies with a particular focus on the development of creative approaches which will indirectly impact on digital competences, literacy and numeracy and reducing the impact of poverty on attainment. By involving all stakeholders, whether teacher, pupil, parent or additional agencies, in the search to incorporate creativity and innovative programmes of learning we aim to improve the quality of teaching and learning across all participating schools and regions thus raising standards for all pupils irrespective of ability and socio-economic background.Young learners will be at the centre of this project giving them the opportunity to work with teachers and contributing to the success of the outputs. The project is in 3 Phases:1 EXPLORE 2 DEVELOP3 EMBEDEach phase allows participating teachers will work collaboratively to investigate creative teaching methodology, embed creativity across the curriculum and, developing their own skills in creative learning, raising standards across all subjects but especially in literacy, numeracy and digital competences. We will explore curriculum areas and thematic learning to develop creative approaches. As part of our dissemination and sustainability plans we will prepare participating teachers to work collaboratively with others to embed creative learning across the curriculum in their own setting but also teachers from a wider group of schools, locally, nationally and internationally, parents, the wider community and additional agencies involved in school life. Developing creative approaches to learning in schools is increasingly being recognised as effective in preparing young learners for the 21st century workplace. We aim to empower all students, including those with behavioural or mental health problems by enhancing emotional wellbeing through the development of creative learning skills.