The particular moment, that all European countries are experiencing in tackling the health emergency, has set in motion energies and skills to guarantee students continuity of education through distance learning.A situation of this type requires adequate resources that allow you to cope with stress, anxiety, fears and difficulties related both to the management of work and everyday life and to digital skills. And it is in cases like these that attention is crucial not only to the quality of the products supplied, but also to the quality of the teacher-student educational relationship and, not least, of the family.Collaboration between schools, families and other local services becomes the key element for identifying training strategies aimed at establishing a path of organic and complete growth.It is therefore necessary to provide teachers, but also parents (as tutors of their children) tools and skills for the management of distance learning.The strong point and the establishment of a relationship with parents is identified in the School / Family relationship which allows them to share ideas related to continuity with them, starting a daily process of co-construction. Furthermore, socio-emotional education is recognized for its ability to obtain positive effects both on the emotional and cognitive level of students, an enhancement of mental well-being and the achievement of adequate personal and social goals.The project therefore intends to achieve the following results:•Define and analyze Good Practices 2020 in the context of educational continuity and distance learning, in the European context;•Consolidate the professional profile of teachers and the educational profile of parents for didactic continuity through training courses of socio-emotional skills;•Define tools for analyzing and evaluating the quality of distance teaching skills.•Improve the skills of teachers and parents in the management of online teaching.More specifically, this proposal intends to conduct a survey on innovative distance learning systems for: technology, approach and methodology; the aim is to identify good practices at European level. Through specific research tools, the activities adopted in particular during the health emergency and which have allowed the achievement of positive results both in terms of learning and strengthening the student / teacher and student / teacher / parents relationship will be identified.To ensure the adoption of an adequate teaching system, it is also proposed to implement an IT tool for assessing the continuity of teaching; you have the possibility, therefore, to conduct an accurate analysis about the feasibility of online lessons in the school and family context, in terms of teachers' skills and resources available at school and within the family (support devices for online teaching, space, availability of parents, etc...).In addition, it is proposed to define a toolkit to promote socio-emotional skills in the context of online teaching aimed at parents and teachers. It is a theoretical-practical tool capable of enhancing an awareness of their motivation skills in adults and, at the same time, providing useful information to support students' socio-emotional skills.

Project “Student Transition in Education Paths” has the important goal to facilitate students’ transition from kindergartens to primary schools of the eight partner countries. Since this particular transition is considered the most critical of all transitions in a child’s life, all partners believe that it should be dealt with the appropriate significance and seriousness. It is a common view among all partnership members that a successful transition to primary schools guarantees academic success, personal and social development and eventually future prosperity for all pupils. It is the first time that this topic has preoccupied a partnership in the past few years. The main aim of this consortium to collect transition practises from various countries, compare them and select the best practices to disseminate in every country. This aim will be achieved if we involve pre-primary and primary schools of both typical and special needs education and promote cooperation between kindergartens and primary schools via common actions, events and activities, organize and run various interesting and motivating actions pupils as well as engage possible participants in our actions, such as local stakeholders, psychologists, parents’ associations, school counsellors and teachers.The project will be carried out via six learning/teaching/training activities and three transnational project meetings in the eight partner countries. The participants in these activities will be teachers/educators who work in these organizations and are interested in the issue of transition. The participants will be selected according to their motivation, interest in the topic and free will, considering at the same time their language and presentation skills. 16 teachers/educators will take part in five of the six LTT activities and 14 teachers/educators in the last LTT activity, whereas two people from each organization/school will participate in the transnational project meetings. During training activities teachers will take part in tasks that will give them the opportunity to experience teaching in other countries, share and exchange their ideas with European colleagues and be informed about the education systems in partner- countries. They will also improve their ICT and English language skills and develop an understanding and tolerance towards their foreign colleagues’ culture.Students will be involved in interesting and original activities, learn how to adjust to a new educational environment and help other pupils adjust to a new educational environment, establish a positive start in the new school, and raise their interest to other countries, cultures, customs and traditions. The project will have as a result a plurilinguistic book on transition practices, a website and a Facebook page of the project, an e-Twinning project, and questionnaires to investigate transition practices among the partner countries. Interviews with teachers from all partner countries will be organised as well as a booklet about children’s skills and a plurilingual e-book with fairy tales from all partner countries. The impact of the implementation of the project is that pupils will be involved in various activities along with other students and teachers, take part in transition practices from other countries and as a result they will have a smoother transition from preschool to primary school and will be guaranteed personal development and a future academic success.At the same time teachers will gain new experience by observing other teachers’ methods and share their knowledge by teaching their methods to other teachers, improve their linguistic and digital skills and learn a lot about other cultures.The organizations involved will have the opportunity to develop links with European schools, understand diversity of European cultures & languages, develop through international collaboration and be willing to open up to & appreciate new ideas coming from other European countries. Finally parents will be guided in how to actively help their children adapt more smoothly in primary schools and local authorities will enhance their cultural competence and widen their horizons and develop more tolerance and understanding for other cultures. In the long run, the project’s aim to develop, exchange and share new teaching methods which will facilitate the transition of pupils from kindergartens to primary schools will promote the development of pupils’ personality in a holistic way. The quality of education will be improved, equal opportunities for all students will be provided and the on-going challenges faced by teachers, students, schools and European organizations at national and European level will be addressed.

"<< Background >>We structured this project as a Cooperation partnership in school education, joining together different institutions and organizations related with education: inclusive schools (Zubeyde Hanim Ilkokulu – Turkey, Agrupamento de Escolas de Fornos de Algodres – Portugal; SCUOLA SECONDARIASTATALE 1° GRADO ANTONIO GRAMSCI - Italy), School Directorates (KOCAELI IL MILLI EGITIM MUDURLUGU – Turkey; Directorate of Primary Education of Thesprotia - Greece), training providers-professional associations (SEN Association – Romania; Dyslexia Association - Bulgaria) and university ( WYZSZA SZKOLA BIZNESU I NAUK O ZDROWIU - Poland), coordinated by Romanian partner. Our project target groups are professionals and parents of SEN and SLD pupils, a vulnerable group that need permanently to be included. The problem of rehabilitation/ development and inclusion of SEN/SLD students this project addresses is of great importance not only in the partner countries, but for many others outside the partnership, because it affects thousands of pupils, their teachers and families-not only academically, but also in emotional, behavioral and social aspects. Some of partners countries had bigger steps towards the desiderate of inclusion, the other plan to learn from them. School inclusion is the first step toward social inclusion. In all partner countries the governments states for inclusive policies for SEN learners, but the effect is that most off these are actually referring to psychical integration of children in mainstream school which is different from inclusion. Most of this pupils who struggle to learn are often excluded from the classroom and extra-curriculum activities because of their poor academic and social skills. Their difficulties cause an increasingly marked lack of interest in all school learning and a decrease in self-esteem, which often results in low academic achievement, early school leaving and insufficient realization in later life, and thus affects their wellbeing. Many of these problems could be solved or minimized, if they have been identified and address properly early enough. But in order to do so, we need trained teachers to recognize and be prepared to deal with their problems and receptive and involved families. Unfortunately teachers are not prepared enough and many of parents are struggling for daily life. The aim of the project is to provide information, support and the opportunity to interact for all actors involved in the life of SEN/SLD pupils of pre-primary, primary and secondary level, professionals as well as parents and to address to the educational triangle: SEN learners - parents - professionals. This educational process can be possible by gathering force, because each partner might have different knowledge: about methods, about organization process, about professional work or family support in order to develop innovative results to be used by all partners and spread among professional community.<< Objectives >>To address the problems we identify by bringing together different educational institution (3 inclusive schools, 2 School Directorates, 2 training providers-professional associations and an university) and putting together all our information, by sharing the experience and good practices, exchanging trainers and trainees our goal is to work on educational triangle: SEN/SLD learners-professionals-parents in order to support these students development and inclusion.So, we set as objectives for our partnership: -To equip 82 international participants from 8 European countries with knowledge and tools as trainers for inclusive mainstream and special school specialist and parents of SEN pupils in 3 different methods; -To increase professional level of 480 teachers/specialist working with SEN/SLD pupils from partner countries by participating to project local trainings/seminars/workshops an e-learning platform on 3 different topics related with SEN/SLD pupils development and school integration; -To support informational and emotional development of minimum 240 parents of SEN pupils through seminars and support groups by offering them information's about potential solutions to their children diagnosis, psychological support and the opportunity of sharing their worries and accomplishments in a safe environment; -To enhance SEN/SLD pupils rehabilitation and inclusion by providing professionals, parents and institutions the opportunity of interact at local and international level through networks and different kind of on-line and face to face events.<< Implementation >>In order to achieve our objectives we will focus on some actions that flows one from another, that will also help the development of our institutions and strength their position in local professional community as resource organization for SEN/SLD. Each partner institution will implement the same action plan at national level:1. Preparing the draft of each of the three teachers Guides (O1) – each international training team2. International trainings (C1-C3) during LTT activities – organised by each host institution for participants from partner countries on 3 different topics, one for each method related with alternative approaches for supporting SEN/SLD pupils' rehabilitation and inclusion', that we identified as a need for out target group and one of the partner was able to deliver: ""Emotional development through art therapy""; ""Intervention in SLD (Dyslexia, ADHD)""; ""Sensory Integration and Moving story method"" 3. 32 peer open observation lessons for teachers and SEN staff from their schools and other local schools, which can be at school or at home, in collaboration with the parent – – 2 conducted by each LTTA participant4. Providing materials for, translating and adapting the Set of Methodological Guides (3 for teachers and one for parents) in each project languages - international participants to the LTTa (O1).5. Recording video lessons for supporting the 4 Guides - international participants to the LTTa (O1).6. 3 local trainings for grops of 20 teachers/specialists (that can be credited by professional bodies, according to each partner need and opportunity) - provided by each partner specialists or by their associated partners for regional community of (SEN) professionals participating to international trainings based on translated Guides for teachers and Video Lessons.7. E-learning course (O2) - also based on the Guides, but delivered to a larger community – by project team and trainers/participants to LTTa8. 3 local workshops for group of 3 parents - provided by each partner specialists or by their associated partners for regional community of (SEN) professionals participating to international trainings based on translated Guide for parents9. Support groups for teachers and/or parents, where the participants will be able to exchange good practices emerging in networks by the end of the project - by project team and trainers/participants to LTTa10. Multiplier event for 35/50 participants - Dissemination Conference at the end of the project, organized in each country where Intellectual Outputs of the project to be presented and spread out to a larger professional community – by project team and trainers/participants to LTTa<< Results >>Being an innovative project we plan during our project both intellectual outputs but also other types of outputs:Three Intellectual outputs will be developed collaboratively by partners are:Output 1: A set of Methodological Guides – 3 guides for teachers and SEN/SLD staff, and one – with practical tips for parents. Each of the Guides will cover a specific topic, providing theoretical knowledge and practical advises.Guide 1: Emotional development through art therapy Guide 2: Supporting pupils with SLD (Dyslexia, ADHD, etc.) in the classroomGuide 3: Sensory integration and Moving story method Guide 4: Practical Tips for Parents All Guides will be available in all partner languages and in English, in downloadable format via project website and FB page, partners’ websites/FB pages.The Guides will be supported by a set of Video Lessons - short (3-5 minutes) instructional videos, presenting separate elements of the proposed in the Guides techniques, to be used as a supporting/illustrative material during the Joint staff trainings (LTTAs), during the local seminars/workshops for teachers and parents. Video lessons will be equipped with subtitles in English and partner languages and will be uploaded on T2H YouTube channel.Output 2: E-Learning Module – will be developed based on the Guides and Video Lessons (O1). The Course will be available via Moodle platform in all partner languages. In addition to all mentioned above there will be some results that is difficult to be measured, but they will be achieved on long term:- Improving the emotional state and social cohesion for pupils with SEN/SLD in comparison with the beginning of the project period;- Improving the professional qualifications of teachers and special education staff which undoubtedly will lead to better academic achievements and increased self-confidence of students;- Increased motivation of the teachers to educate themselves, to take more care of the students’ difficulties and needs and seek new innovative teaching approaches in the inclusive classroom settings;- Improving parents’ awareness regarding the problems faced by their children and their more active involvement in the educational process;- Development of a network of specialists and educational institutions on national and international level (universities, NGOs, schools, etc.) who can collaborate in their efforts to provide better support to students with SEN/SLD and this way to create opportunities for them to reveal their full potential (one of the basic principles of inclusive education)."

"The Bringing Europe Home at School (BEHAS) project, a Strategic Partnership comprising eight partners involved in education and mainly in primary education aims at developing the skills of the staff of Primary Education on the basis of an event of common European value and importance, so that all employees and executives, consultants. teachers and teacher trainers will be in the position to design, organize and efficiently implement an event with long-term, beneficial impacts on primary education. The proposed events, on the basis of which the project evolves, are the following, as they are of importance for primary education:1. European Day of Languages (26/09)2. World Teacher’s Day (05/10)3. European Day on the Protection of Children against Sexual Exploitation and Sexual Abuse (18/11)4. Europe Day (09/05)5. European Day of Chocolate (07/07)On the basis of these European and the Global Days and the respective thematic fields, the partners and their stakeholder's design, coordinate, pilot and implement specific and creative action plans, which comprise multiple educational activities. Their methodology is blended and pertains to continuous, as well as intensive distance and on-the-spot training to deliver the specific action plans along with a toolkit of training practices, which will be easily accessible and ready to use in the primary school. The European partners, within the aim of successfully organizing events on the aforementioned days in order to: a) design and implement seminars/training seminars/workshops on the subject of four (4) European Days and one World Day) implement those activities) share and develop best practices) promote and disseminate the specific resultsThus, the Directorate for Primary Education of Rodopi, in Thrace, Greece, as the coordinator along with two other regional authorities, the Malpils Novada Dome Municipal Council in Latvia, the Directorate for Primary Education, Kocaeli Il Milli Egitim Mudurlugu, in Turkey, in cooperation with three primary schools and comprehensive educational centres, the Istituto Comprensivo Statale ""MARCONI"" Bernalda in Italy, the Liceul Teoretic''Al. I. Cuza'' Iasi in Romania, the CEIP Guadalquivir in Spain and the Club Life Long Learning in Austria, as well as with an innovative ICT company, Futuro Digitale in Italy, form a Strategic Partnership which aims at establishing an efficient cooperation and network of administrative, teaching, training and technological staff alike and setting into action creative and educationally fruitful practices of EU and global interest. The BEHAS project and initiative sets all the good practices into action, tests, pilots and assess their impact and builds upon project activities that will lead to high-impact results in the thematic field of the specific European and Global Days and beyond. The BEHAS project, prepared and delivered on the project’s website, combines an educational platform and a website, where all thirty (30) action plans organized in five (5) modules, one for every thematic day, will be available and accessible for free upon the completion of the project. During the project the partners’ staff and beneficiaries will share, comment, organize and assess the activities, which will be delivered in their final form in English and the national languages of the project. The BEHAS's most significant objective, motivation, and long term benefit is to truly bring Europe home at primary school and establish best practices in the celebrated thematic fields of the European and the Global Days, thus promoting European citizenship and the shared European educational values."

"The project proposal is connect to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curriculo. It also proposed a new way for schools and museums cooperation;Teachers of primary and secondary school partners were involved in the project through the learning experience with students of their classes. The number of participants directly involved was higher than the number indicated in the proposal (up tp 700 students and 24 teachers).The Project activities:- State of the art analysis in the use of innovative practices in science education in country partners,- Define methodology of using technologies and digital resources for making learning units;- Design and development platform for to access and to re-use digital resources of cultural heritage in education field;- Design and development tool for making interactive and open educational resources.Oriented educational, research-technology and museum Partner analyzed the practices adopted by different countries connected to Science teaching, European Commission document and recommendations in educational field.They also discussed on some experiences of ""best practices"" to identify access modality, use and reuse of cultural heritage and the arrangements for making learner-centered teaching unit. The partner definde such as skills needed by teachers for working in an innovative way and therefore which practices for permanent professional development and experience sharing among different countries of the Union should be adopted.We had positive results related to: • Enriching teaching in the classroom through multimedia tools and use of cultural heritage with new approaches to the scientific disciplines for learning enhancing;• Propose a trail for reality perception by students as an open system in which you can draw and exchange information with the help of technology;• Constructivist theory application, improving relationship between different learning environment;• Develop relationships between schools, cultural institutions and in general between school, research and culture environment;• increase and stimulate students for Science learning.These Project goals were achieved: to share and exchange best practices and applications among school models of different countries; to enable the teachers training for designing learning activities cross-disciplinaries for improving a collaborative work to include scientific issues in different areas of the school curricolo. Important aims were innovative relationships between teachers and museum staff, the accessibility to resources as tools to enable teachers to create teaching units to be shared as OER ( Open Educational Resources), providing students formal and no formal educational content adopting a language close to that they use on every day. It was organized a final event with international Conference, Education and Museum-Cultural heritage and learning, on project topics, in order to present the results and to promote a discussion on project topics. The outcome documents by this event will contribute to dissemination and communication plan that provides information and content of Project activities for involving and stimulating stakeholders, national and international educational agencies to replicate experimental methodology and instruments for disseminating of ""good practices"" by teachers in collaboration with museum staff, sharing of open resources, improving the learning of sciences and increasing motivation of the students to choice of higher studies in science field."