The project Methods used in education of children with multiple disabilities plan of all schools followed the long-term plan of development and furthereducation of pedagogical staff. The main impetus for the schools involvement in the project was the requirement to acquire new knowledge in the field of special education. The main goal was to improve existing knowledge, acquire new ones and support the motivation of teachers in teaching children with multiple disabilities. The project was prepared as a two- year mobility period. 4 mobilities were planned in four different destinations (Slovakia, Czech Republic, Poland, Slovenia).The output of the project is a brochure that can be used by all teachers to implement new teaching methods and others interested in working with children with multiple disabilities. The brochure is meant for special education teachers, tutors, assistants who are workingwith children who require special educational methods regarding their prime and additional disability and for those who have no previous experience in working with students with special needs.Project was created on a basis of common and individual experiences, sharing knowledge in thes trategic partnership / school cooperation. Methods that were described were being presented to the project participants during international project meetings and in betweenthese meetings during the project. The team involved in these activities was composed of special educators, teachers, psychologists, social workers, vocational school teachers, speech therapist, interpreters, school counseling staff and other specialists. Various didactic methods have been presented. Partners selected the most useful ones for their institutions and adapted them to the individual target groups.We hope that the project will bring long-term benefits for all involved, such as the inclusion of methods in the school curriculum, but mainly increase the quality of education for children with multiple disabilities.

Discrimination against the disabled should be placed on the agenda of society and it must be enabled to society to self-question.Our students have an intense problem areas in respect of social integration as they are hearing impaired. They face to face some common problems that are specific to hearing impaired in respect of communication, self-expression, self-esteem, acceptance of their own handicap, gaining of self-identity and utilization of social opportunities equally. Our purpose is to reduce the social problems of our hearing impaired students taking into account problem areas. So, our project is “ to increase hearing impaired students’ social integration through the arts education” . When considered the reasons mentioned above, the following objectives of the project are listed:The project enables students: 1. to develop about the concept of disability and individual differences2. to gain sensitivity to accepting themselves and others3. to create awareness about distinguishing of individual differences of themselves.4. to develop the concepts in the development process of self-confidence and self-identity.5. to improve the skills to cope with stress and anger as to apply in real life.6. to gain knowledge to benefit from the cultural activities such as cinema, performing arts, plastic arts, museums.7. The project will increase the social awareness of our students at the end of the project.8. The project will encourage the students to improve the interaction skills of students about different cultures9. The project will help to eliminate the fear of people from foreigners and to let them share their ideas using sign language.10. The project will ensure tolerance of differences and European culture among hearing-impaired students 11. The project will enable to develop a sense of intercultural identity among hearing-impaired students.12. The project will motivate the students to contribute to the world of art and cultural heritage among hearing-impaired studentsParticipants: Students: Students who are at the age of between 14 and over, hearing-impaired students Parents: Parents who have hearing-impaired children at the age of between 14 and over.Teachers and personnel: Teachers and personnel working with hearing-impaired students Description of activities1. Information meeting: All the target groups in the project will be informed, about the project, the activities and the partners. 2. Presentations, and wall paper: The presentation, activities, related-texts, photographs and posters will be displayed. 3. Project executive board meetings: Project tasks will be shared. 4. Observation and survey applications: Pre-test and Post-test Measurement of students' social integration skills will be applied with surveys and observations. 5. Project web page: It will enable to share about the project among the partners and to follow-up the activities of the project. 6. Parents and teachers training seminars: It will be organized for parents and teachers to increase the awareness of parents and to get some responsibilities about social integration of their children. 7. Workshops for hearing impaired students: Social basic integration skills will be gained to hearing impaired students by specialists through creative drama or different training methods. 8. Artistic and cultural activities: Students will participate to cultural activities.9. Artistic (dance, theater, painting, ceramics, etc.) educational performance by hearing impaired: Each project partner is expected to set out a performance (dance, theater, painting, ceramics, etc..).10. Cultural Bulletin with Sign Language: The artistic and cultural bulletin of the cities will be published on web site and board of the school monthly.11. Brochure: The preparation and distribution of brochures to the art related places (museums, art galleries, cinemas , theaters etc.). 12. Handbook: “The handbook of ensuring the social integration of hearing impaired students” will be written with the partners13. Festival: Organizing international festival.Methodology: Art Training Methods and seminars.Results and Impact: Thanks to the project, students• gain communication skills and skills to initiate and develop relationships. • gain to solve problems and refrain from behavior problems, • have the awareness of individual differences and disability,• have the knowledge of concepts in the development process of self-confidence and self-identity• reduces their fear of foreigners by communicating with Different sign languages,• tolerate European Culture and differences, • develops Intercultural sense of belonging • contribute to the world of art and the protection of cultural heritage.Potential longer term benefits: Hearing impaired students will be provided for integration into society; they get the benefit of the social and cultural facilities the society has offered and, they contribute the cultural heritage contributes.

In light of the 4th objective of the strategic framework for European cooperation in education and training (ET2020), which states that “Educational disadvantage should be addressed through high quality inclusive and early education”, the project ‘Strategies for Inclusion – making high quality history and citizenship education more inclusive and accessible to all learners’ connected practice to policy across countries, sectors, and disciplines to address the specific challenge of how to promote and achieve inclusion in history and heritage education.To address such challenge, and moving from the assumption that the disciplinary and pedagogical apparatus in history and citizenship education do not usually equip teachers to teach diverse classes, including students with special needs, the project (1) DOCUMENTED AND DISSEMINATED SUCCESSFUL PRACTICES and DEVELOPED TAILORED EDUCATIONAL RESOURCES and (2) concurred to the EMPOWERMENT OF HISTORY AND CITIZENSHIP EDUCATORS TO MEET THE DIVERSE NEEDS OF ALL LEARNERS. In addition, it (3) RAISED THE AWARENESS ON THE POTENTIAL OF HISTORY AND CITIZENSHIP TO PROMOTE EQUITY, COHESION AND DIVERSITY IN EDUCATIONAL SYSTEMS throughout Europe to increase the attention given to the learning of students with special needs for specific subjects and to underline the role that subject teachers should have in the development of policies on inclusive education.Such objectives were met thanks to the engagement and cooperation of a Consortium composed of six partner:- EUROCLIO, a non-profit CIVIL SOCIETY ORGANISATION that works from a core mission to support the development of responsible and innovative history, heritage, and citizenship education by promoting critical thinking, mutual respect, peace, stability and democracy.- AEMoV (Portugal), who became a partner later in the project, replacing AECC, a school cluster experienced in teaching to diverse classrooms, including special needs students.- CIVITAS (Armenia), leading civic and citizenship education organization in Armenia, with a long experience in civic education and professional development, civic education standards and curriculum design, textbook writing, civic education project designing and implementation.- HvA (Netherlands), research department at the University of Amsterdam, experienced in providing clear definitions of concepts such as quality history and citizenship and of inclusive education.- NTNU (Norway), Norwegian university aiming at the strengthening of the teaching profession and experienced in projects bringing teachers and researchers together with individuals with special needs or different cultural backgrounds.- ZGNL (Slovenia), leading Slovenian institute for the integrated treatment of deaf and hearing impaired children, persons with speech and language disorder, and people with autistic spectrum disorder.Together, partners pursued the following project results:- A collection of existing recommendations and resources on inclusive education in general, relevant for the subjects of history and citizenship (O1)- A needs assessment through surveys, focus groups and interviews, which resulted in the identification of what is needed to make high quality history and citizenship education (more) inclusive and accessible (O2).- A collection of practices in agreed format on how history and citizenship education is currently taught in practice to diverse classes, including students with special, which resulted in 35 blog posts available for teachers to implement in their classroom (O3).- (Multilingual) educational resources that help students to think historically and acquire civic competences and testing of these resources in practices in diverse classes, including students with special needs (O4).- Policy recommendations on inclusive education with a specific focus on history and citizenship education (O5).Additional activities of the project have been (1) the organisation of transnational project meetings to plan and monitor the project and share experiences with colleagues; (2) the training of Special Interest Group members, to enhance their ability to promote inclusive history and citizenship education; (3) the organisation and implementation of multiplier events to disseminate the project results and build capacities of educators outside their network.All the activities and outputs of the project had a strong long-term impact on the organisations and individuals involved, concurring to the formation of a strong network of capable actors, who have expressed the desire to further deepen their cooperation and their cooperation and their efforts in the field of inclusive history and citizenship education.

The purpose of the project was to strengthen cooperation between early childhood education and care institutions in European countries by building a well working network between the project countries. The project was aimed at developing quality and innovation in second language teaching to children of ethnic minorities, migrant and deaf community in pre-primary education.The project addressed the specific objectives of the Europe 2020 Strategy, especially the teaching and learning of languages, in the project case, the second language. It also addressed the priorities in the field of early education: access and quality in pre-school education, the importance of the language development during the earliest childhood period. The main objective of the project was to increase language teaching competences of pre-primary education for children with migrant background or ethnic minorities.Objectives:1) To promote networking of ECEC in European countries in language teaching acquisition for ethnic minorities in a transnational framework.2) To improve the accessibility of education by training educational staff for diversity and inclusion education challenges.3) To facilitate experience exchange of ECEC educational staff and to develop holistic and age appropriate collaborative approaches in state language acquisition. 4) To strengthen collaboration with parents to increase their participation in early childhood education and language learning.The partnership included 4 pre-primary educational establishments from 4 European countries (Latvia, Belgium, Norway and Slovenia). The project realized three main activities. The first activity “Project management”, the second - “Building teaching capacity” and the third - “Information and dissemination”. The first activity “Project management” was created to ensure smooth and transparent project implementation according to the application and approved budget. The second activity package - “Building teaching capacity” which consisted of LTT activities and local events was aimed at strengthening cooperation, exchanging experiences and elaborating new teaching methods and approaches in second language teaching in pre-schools. Third activity - “Information and dissemination” was aimed to inform about project and disseminate project results. To ensure dissemination of the project results and to inform the wider society about the project activities the Facebook page Erasmusplus was created, web pages of partners institutions were used, articles about project activities were published at newspapers and internet resources in partner countries.The project results:Increased language teaching competences in pre-primary education for children with migrant background or ethnic minorities: 1) Educational staff of ECEC have obtained new knowledge and teaching materials in state language teaching as a second language in a holistic and age appropriate approach;2) Educational staff of ECEC have strengthened their capacity and skills in diversity and inclusion education;3) An online platform http://www.zgnl.si/moodle/course/view.php?id=285 created for networking and sharing experiences and methods internationally on second language teaching for children from migrant or ethnic minorities groups;4) Raised capacity of ECEC institutions in Europe implementing language teaching programmes;5) Increased level of state language knowledge of children with ethnic minorities’ background;6) Parents have received help and information on early childhood language education;7) 4 Learning/Teaching/ Training Activities have taken place in 4 countries with 49 visiting teachers involved;8) 4 transnational project meetings have been organized in 4 countries with 40 participants;9) 2 project reports prepared.Impact foreseen in the project:1) The quality of early childhood education and care have strengthened and serious long-term contribution to developing basic and transversal skills in inclusive language education was provided locally and in Europe.2) The project has created a wider network of all stakeholders in inclusive education that will continue cooperation and will organize joint activities after the project in national and European level. 3) The project has influenced other organisations, schools and have an impact on a larger scale (attitudes in society, curriculum, teacher training, political decision making, ministries in charge, etc.) in each partner country and in Europe in general. 4) The European educational cooperation was strengthened and a serious long term contribution in the establishment of a European educational region in inclusive education was provided.5) The project contributed to implementation of social integration policy in each partner country and in Europe.

The primary objectives of this project were to bring together the strengths and knowledge of schools-families-students-universities-social advocacy groups- governments-companies-hospitals-and volunteers in our partner countries in terms of health and care issues related to hearing abilities of students with deafness and hearing impairments in order to increase the lacking practical support and application capabilities of special education schools. In this Project, by working with special education needs children’s teachers (SENTs), we enabled them to learn the best practices and educational methods via guiding them in terms of materials, vocational education, and problems of hearing impaired children and their families. We educated the hearing impaired and their families on auditory health and care. We pursued the objectives of training SENTs, our target group, in primary and secondary schools through intensive training direct programs. Our direct target group also included deaf and hearing impaired (DHI) students with and their families.The educational sessions included ear –hearing examinations as well as lectures given by speech therapists, audiologists, and hearing specialists on exterior, medial, and interior ear structures and functions according to the level of each group. Moreover, information on sanitary hearing devices, requirements of / for cochlear implants and hearing aids, necessary care and maintenance were provided to all participants. The educations provided were recorded and open to access in English, German, Spanish, Slovenian, and Turkish and their corresponding sign languages at our interactive, multilingual and deaf accessible web site.An educational setting was formed by bringing together and enabling mutual cooperation of SENTs and various specialists related to hearing, hearing devices and maintenance . Our weak aspects and issues forming a threat to DHI children were the main points addressed in the project. Our strengths were sharings made with our partners. The conditions in Turkey regarding auditory health were determined to be better. Related services were better and free of charge. However, cooperation among diverse institutions were determined to be poor and in need of further improvement. Cooperation with universities would have significant contributions to enable SENTs to be up to date. A consensus was reached to hand in a proposal to the Ministry of National Education (MoNE) to direct DHI schools for the hearing impaired for vocational education and training. Moreover, physiotherapy halls in DHI schools were considered to be a necessity. Likewise, sSound therapy rooms are also to be established in DHI schools. Thus, MoNE will be handed in a proposal to employ at least two sound therapists in these schools. A handbook for sound therapy in these schools is also to be acquired. Sign language has a significant role in the personal development of especially the totally hearing impaired and ao of those who have advanced hearing impairment. Therefore, MoNE will be handed in another report in order to prevent quite normal children to receive sign language education. Among the major outcomes of the present project are the video shootings, major factor to increase project impact, on diverse topics in which DHI related issues were addressed. The latest score were 16 videos and this number is still increasing. These video shootings will be continued according to emerging new problems and possible solutions.An open access web site based on the data gathered throughout the project will serve as a data bank to be used by all the hearing impaired throughout the world. This web site will be active for at least five years. Moreover, the common project tasks will available at the web sites of all partners. Hence, those in need of the data obtained from the present project are going to be able to obtain and benefit from these for many years. The mobility program, meetings, articles written, brochures and booklets printed have contributed to the efficiencies of the teachers working at DHI schools. The outcomes were shared with other DHI schools and universities in order to provide a larger distribution of the outcomes and prolonged use of the insights gained.A further aim, publication of at least three articles, is currently available on the web site. These have significant importance as they will enable the hearing impaired to determine their strategy and future actions/decisions. Among the tasks to audit the project, a final and a semi-final conference were held and the brochures, articles, and booklets were dispersed to a large community. Overall, considering project activities and outcomes, all aims determined at the beginning of the project were successfully accomplished.