"The main goal of the training services served to the disabled pupils was to gain these pupils the skills of independent living skills in order to carry on living without being dependent on someone else. In project, it was aimed to create an enjoyable learning environment for SEN students with the help of the lessons in which the students were volunteer participants and enjoyed, such as Music, Sport and Art. In Each partner, there are different kinds of SEN students. However; intersection point of all partners consists of mild degree intellectual trainable students. In the scope of our project, apart from observing the good implementations of partners and making inferences, our overall goals and objectives on SEN students were to -supply them an educational environment actualizing their social role, establish relationship and cooperate efficiently and effectively, adapt in developing environment and world, have knowledge of Europe citizenship, be productive persons -help them improving basic life skills, self-maintenance, self control -prepare them in their future life considering pupils’ interest and abilities with the approaches, methods, techniques, implementations used in EU countries The objectives of activities to reach our goals to -raise communication and social skills, guide them for new opportunities -strengthen pupils’ motivation towards the school subjects and decrease distractibility and increase the duration of concentration -take their attention on their physical, auditory, visual skills and gain the emotions of success and self-confidence -gain problem solving ability and expressing themselves independently and creative thinking -teach them the basic usage of computer, the importance of ICT -gain them the knowledge of responsibility, raise environmental awareness, the importance of recycling, habit of reading newspaper -improve their handcraft, gain lifelong maintained experience -teach basic Maths beneficial knowledge in daily life -teach them addition-subtraction, even-uneven numbers in Maths by using recycled Musical instrument -enhance the velocity of neurons in brain, activate them by using Tomatis Method (listening Mozart's concertos during a lesson) -gain them sense of entrepreneurship to adapt to developing world Project partners were from Poland, Italy, Lithuania, Portugal, Greece and Turkey. The project took 27 months including 3 transnational meetings and 5 LTT activities. All activities were planned for the mild degree intellectual disabled students who were at the age of between 10 and 18 and their teachers. Also, not only the participants but also the parents took part in the school activities.The students were selected according to not only their skills,abilities and interests but also their availabilities. The teacher participants were the ones who were beneficial and efficient persons for the project and had courses for mild degree intellectual disabled students. At the end of the project, the students managed to -actualize their social roles in their daily life -be more self confident persons -enhance communication skills -gain problem solving ability -improve basic and required skills, self-confidence and self control -gain abilities on using computer properly -gain knowledge of responsibility -meet different cultures and people and be respectful persons -learn some basic school subjects easily And the teachers managed to -experience and learn new techniques and methods about SEN pupils including ICT. -keep up with developing technology -improve linguistic competences for foreign language -gain awareness on how to be a European citizen meeting different cultures and people The participants learned and experienced innovative approaches, techniques and methods in an enjoyable environment. By the usage of dissemination activities, we could draw attention to SEN students and innovative teaching methods for them both nationally and internationally. Furthermore; this project managed to be an example for the others who have the same target group and wanted to give a chance for their SEN students to say ""I am here, too!"""

In the European Union, one out of every six people - about 80 million - has a mild and severe disability. It is impossible to achieve the universal primary education goal without including the children with disabilities. 98 percent of children with disabilities lack formal education (UNICEF). For an effective education system that ensures the inclusion of children with disabilities in the school system, an environment without barriers in schools should be created. This is done by training relevant teachers, creating curricula and providing the necessary support to children with disabilities.With the SENDATA project, it is planned to ensure that individuals with disabilities have access to information and communication technologies and systems, especially under the 'Accessibility' theme.Technology-supported educational environments provide an interest and motivational learning experience in line with the characteristics of the learners. Assistive technologies support the vision, hearing, reading, writing, social and communication skills of individuals with special needs according to the type of disability and facilitate independent living skills. Assistive technologies, on the other hand, can affect students with special needs not only learning various skills, but also their self-confidence, their quality of life and, most importantly, their ability to live independently in society.The fact that digital education infrastructure works for students who need special education are not very wide, special education students need more individual education support, and that requires structured / classified and implemented collaborations with knowledge transfers at the international level.Among the technologies used especially for specially educated individuals, the tools with touch screen features that include visual and audio features should be used frequently for different types of disability, as they have many advantages. It helps to establish better connections with real life by individualizing the educational learning materials of the Assistive Technology tools, providing access to many applications, easy portability, making contact with the content in the virtual environment by touching, that is, with a more concrete form of communication, by providing physical and virtual interaction with concrete forms of communication. .In our Strategic Partnership project, there are five Special Education Institutions and primary school with special education sub-classes. Over 500 students receive education in the partner schools and together with their parents, they form a target audience of 1500 people in total.The SENDATA Project concentrates on Autism, Physical Impairment, Mental Deficiencies and Digital Applications to be used in assistive technologies to increase the individual development of children with different disadvantages. The contents of 'Motor, Social and Emotional, Language, Cognitive, Self-care Areas' and AR&VR for the development of children will be classified and guide videos will be prepared for the use of these applications in special education. The data to be created for students, teachers and families who need special education will be published as open access to all users at EU level via subtitles in 7 different languages.The project is divided into 22-month Preparation, Training, Project activities, Dissemination, Evaluation, Guidance and Reporting stages. 6 mobilities are planned within the scope of the SENDATA 'project.Digital applications for different disadvantaged students (Autism / Mental / Physical Disability) will be shared by addressing a development area in each mobility. After mobilization, a minimum of 162 different applications will be published on the website.Guidelines for target stakeholders will be created at the end of each mobility. In these bulletins, recent developments / articles across the EU will be compiled both in the digital applications applied and in the field of Autism, Physical and Mental Disabilities.The impact of the project on target groups; It aims to increase the Digital Skill competencies of teachers to search and use Digital Applications in the areas of child development, and to provide accessibility in education by creating equality of opportunity in the education of individuals with disabilities through the achievements of mutual good practices at the international level. The SENDATA project will create awareness at the local, national and EU level in the field of Special Education

"Our project aims to show our pupils how important is diversity in ordinary life, communication and to accept the responsibility for their own life.This project focuses on five topics-1/ Getting to know each other – this is the introduction to the whole project focused on communication in foreign language and getting to know as much as possible about project partners.The main project activities will be: to set up Erasmus club, to create project logo, to start up International Dictionary and to introduce each other by multimedia presentation. The main outcome will be the project logo, merchandised products and presentation.2/ Helping our planet. It aims: to deepen young people´s knowledge of enviromental and ecolocgical issues, i.e. to understand basic information about weather and acid rain. The project activities will include 2 main research activities with one year duration – Weather and Acid rain, poster competition on Weather and video or multimedia presentation - Weather forecast. The main outcomes will be Acid rain research and Weather research summary, poster and video or presentation.3/ Helping the local community. It aims to encourage pupils: to continue with waste-separation, to gain better knowledge of their surrounding and greenery, to learn how to create handmade herbal. During this part school project day - Earth day is going to take place. Considering this part, the main outcomes will be handmade Herbal , multimedia presentation - ""Recycling at our school and in our town"" and a project day report. 4/ Helping each other. It aims: to learn respect and help each other, to accept disabled people as a normal part of ordinary life, to learn how to cooperate in different age groups. During this part project day ""Let´s help each other"" is going to take place. Considering this part, the main outcomes will be poster - ""Let´s help each other "" and school project day report.5/ Helping myself. It aims: to show what healthy lifestyle means and what advanteges it can bring to our body and mind , give advice how to feel good and live satisfactory life. During the fifth part project day "" My active day"" is going to take place. Considering this part, the main outcomes will be poster - ""10 rules of well-being"" and a school project day report.All parts are very interconnected and suitable for different age groups. Basic terms and vocabulary related to each part will be written in each language in Project International Dictionary. After each semi-term there will be Bulletin published which is going summarize all project activities from past semi-term. All project parts contain cross-curiculum lessons connected with the actual project topic. The main outcome created for these lessons are going to be worksheets reusable in the future. Important outcome from each project part is also school questionnaire for each project topic as a tool used for basic evaluation. Each important project result will be a part of the project photobook and of planning project calendar. The project results could be used as CLIL materials and also as enrichment in different subjects at the same time. We strongly aim to use cross curricular relations. We also belive to show our pupils the atractivity of technical education by involvement in school project research – Weather and Acid Rain.All results of all project activities and mobilities will be stored for long term on the project website to ensure sustainability and be prepared for futher use.We will focus on exchanging information and views with our partners in order to find the most effective ways for improvement in all above mentioned areas. Results and outcomes will be further disseminated in our schools, local communities and by doing so in each partner school, the project will have international impact. The project brings together 4 partners from different parts of Europe selected according to their similar thematic interest :- the Czech Republic, elementary school , the main coordinator- Lithuania, Kedainiu, Kedainiu specialioji mokykla - elementary school for children with special needs, partner- Italy, Naro, Istituto Comprensivo Statale San Giovanni Bosco – elementary school, partner- Poland, Poznaň, Gimnazjum nr 6 – secondary school, partnerStakeholders involve people: of different generations (teachers, pupils, parents, local community members), from various social and educational backgrounds, of different opinions and views, different cultures, ranging from diverse abilities to special needs, with different habits and traditions, speaking different languages . This diversity is quite crucial and besides other things it will teach all stakeholders: to raise awareness and respect difference, reinforce the European dimension of taking care of the environment and our health and promote language education."

"Description of the project: ""Having a theatre inside. An attempt of revendication of the theatre pedagogy innovative conceptions of theatre for children"". The project was based on the intercultural exchange. The partners selected various forms of theatre and adopted them for their pupils at different age. The main objectives :1. Raising the quality of early education and care through the realisation of innovative practices – teachers, other staff, students and pupils2. Stimulating self-development and strengthening the skills of pupils considering the age range from 4 to 18.The main objectives of the project have been fully accomplished.• Theoretical knowledge about various forms of theatre: lectures by the specialists in the field of theatre. Each partner found and tapped into excellent experts on theatre field which he/she ran a training on. The best examples are Turkey / EminSenyer : the Shadow Theatre / and Portugal / John Mowat and SoniaAragao : the Pantomime Theatre /.• Learning through practice: participation in different theatrical workshops and performances created by participants,• Big development of interpersonal and language skills• Establishing international cooperation in the field of theatre• Edition of the publication in the form of book which contains information about implementation of the innovative forms of theatrical education• All the materials from the workshops and trainings were published on the project website facebook https://www.facebook.com/HAVING-A-THEATRE-INSIDE-920632371344111/Description of the actionsThe participants of the project were the institutions from six countries such as: Poland, Croatia, Turkey, Bulgaria, Portugal and Lithuania.The project was divided into 6 topics: 1. Drama in education, 2. Shadow theatre, 3. Physical and Pantomime Theatre, 4.Theatre of music,5. Theatre of imagination, 6. Myths and folktales in theatre for children.Each partner ran a training and workshop in one subject for children, teenagers , and teachers. Teachers from each country prepared scenarios to each subject and theatre performances, the results of which were diffused in different ways : published on the Internet, presented at festivals and conferences, by press and on TV.Context of the projectInternational cooperation with partners was through the various forms of theatre so that teachers and pupils had a chance to discover cultural and historical diversity of countries. The project was exploring its influence on pupils, teenagers, teachers, and parents through evaluation of each subject using observation, interviews, and art. At the beginning the project was set on cooperation between pupils aged only 4 – 14, but later on age range was extended up to 18. Children were working together at the theatre workshops , at the same time, got to know new friends and learnt tolerance and cooperation with peers from other countries. Teachers discovered new forms of theatre which would be used in work with pupils in their schools.Teachers and pupils participating in trainings transferred the acquired knowledge by : running workshops, creating scenarios for particular subjects, preparing performances. They all have gained new competences in particular fields.Following Results - increasing theatrical skills, international cooperation, implementation of the theatrical technics in work with children, making children sensitive to the diversities in the world .•Completed : all the planned results. •Long term benefits: establishing a long- term cooperation, increasing awareness of children. Educational materials prepared by teachers, which was be published on website , 72 scenarios related to various forms of theatre. They will be used in work with children aged 4-18 from our schools72 film recordings of theatrical performances being the recap of the 6 theatrical forms in 6 countries published on the Internet.• 36 DVD records with the performances realised in innovative theatrical forms• 2000 pieces of the book in English language. ``The theatre is present inside of us the methods of implementation the innovative technics in theatrical education”• WWW website ``Having a theatre inside”. • Website Internet forum, Social media Facebook- ``Having a theatre inside”• . Electronic Video clips- `` The theatre is present inside of us” News about the project can be found:• Project base – placing the project and its results in Valor - Erasmus+ Project Results Platform.And Platform selfie+ :• The media (radio, television, press, TV in each country).• Printed materials in/for each institution (posters, reports, brochures, leaflets, folders, publications, exhibitions, banners ).• Events (national and international conferences, exhibitions, galas international courses .)• Video clips that promote the project, multimedia presentations online for all institutions taking part in the project. The materials will be used for many years ahead."

The project is about the education of special education students by using montessori approach.Thanks to this project ,it is possible to explain and understand the personal, emotional needs of students with special needs, to be able to communicate with them, to recognize them, to develop communication skills, to become self-sufficient individuals, to develop their problem solving skills and to reveal their empathy feelings.In the project teachers and students from each school will participate in country mobilities .The participant students in mobilities will be special educatipn students,between 12-16 age,The participants will take part in LTT activities during 5 days in each country .The communication skills of all students will increase and the cooperationand empathy feelings will be strengthened in the activities in the mobilities that all the students will do together.We have planned project activities for them in order to overcome these problems,to be social and self-sufficient individuals,to respect people,to develop empathy feelings,to ensure a positive and peaceful school environment,to have a good academic success and to continue education in the future:Thanks to C1 meeting about montessori,teachers will observe the philosophy of montessori and the theory and application areas of montessori and learn how to use the montessori approach more effectively in special education classes.With the help of these studies,the participants who strengthen their teaching profile will become models that understand the special education student groups in their schools and adapt useful montessori method to their education system.Thanks to C2 activities about nature activities,students' respect for nature will strengthen;they will develop mentally,sensually,linguistically,cognitively and socially and the motivation of the students in harmony will increase.Thanks to C3 meeting,they will be in harmony with their schoolmates;Students who acquire new skills and techniques in education will also develop their motor skills.Thanks to C4 meeting about group activities,students developing their motivation and self-confidence will learn to be coherent within the group;thereby they will improve their empathy and communication skills.Thanks to C5 meeting about workshop,the teachers will have the knowledge and skills to integrate the positive effects of the methods in the montessori approach to the education of special education students.The participation in this project will provide to overcome the problems and obstacles experienced in the education of students with special needs,to create a long-lasting,peaceful, positive education program not only in schools but also in social life with montessori methods.The participants will obtain effective,practical,theoretical knowledge and experience about the use of montessori methods in special education students' teaching and know how to help the students with useful methods.The participants will gain international knowledge and experience in the education of special education students and strengthen their profiles of teaching profession .By this way the project schools will be good example of using montessori methods in the education to other schools with the same profile in the region.