PROJECT TITLE: Special Education For Special Children APPLICANT ORGANISATION: Bolatlı Secondary School is located in Tarsus district of Mersin city in Turkey consisting of 31 staff and 351 students in total. There are 15 refugee students, 14 students with learning disability and 2 students with physical disability. The school doesn't have enough opportunities for these students to get efficient education. PARTNER ORGANISATIONS: Daugavpils Stropu Primary School and Development Center is in Daugavpils City in Latvia. It has enough experience, staff and opportunities for special education. Elena Farago Primary School from Craiova Romania consists of pre-primary, primary and secondary classes. It has got the necessary physical and technological facilities for special education. REALIZED AIMS: -Giving better education to students with learning disabilities or physical disabilities making use of the experiences of our partners -Decreasing learning disabilities to the lowest level as possible. -Enabling our teachers to gain experiences in educating students with learning disabilities or physical disabilities. -Enabling our students with learning disabilities or physical disabilities to discover their potential and talents. METHODOLOGY and IMPLEMENTATION: 1. The abilities and interests of students with learning disabilities or physical disabilities are determined in Bolatlı Secondary School. 2. Four teachers from Turkey and Romania participated in the learning, teaching and training activity at the school in Latvia in November 2019. 3. Virtual Learning Teaching and Training activities in the leadership of Romania with participation of 28 teachers from Turkey and 27 teachers from Latvia were done in May 2021. 4. Preparation of the plans and activities which are going to be applied were completed in cooperation with the partners. 5. Implementation of the plans and activities were realized successfully by every partner. 6. The activities were observed via teleconferences by all the partners during the pandemic. EVALUATION: 1. Learning Teaching Training activites were done in Turkey with the participation of four staff members from Latvia and Romania for observation and evaluation in July 2021. 2. An Evaluation Commission was constituted with the participation of teachers from Turkey, Romania and Latvia. 3. A report of the activities was prepared in the form of booklet. DISSEMINATION: -The project is being introduced on e-twinning. -Similar studies are being made at the other schools. -Meetings are held by the participation of the parents of the students. -The final report will be prepared and kept accessible.

“Life is like riding a bicycle. To keep your balance, you must keep moving” these words by Albert Einstein was the clue to understand the idea of our project. The partner schools combined different kinds of methods to respond to students preferences and interests. The staff enriched their workshop and developed their professional career. The students and teachers experienced loads of opportunities keeping the balance at the same time and going forward. The partnership “Take chances. Keep your balance. Move on” consisted of five schools from: Poland, Turkey, Greece, Slovenia and Germany. The main objectives of the project were:-to develop and adapt the programme “Enhancing basic skills by games” into the curricula of each partner school-to develop and adapt the programme “ICT tools for creative and logical thinking” into the curricula of each partner school-to develop new innovative forms of learning and teaching the English language,-to stimulate and activate students with fewer opportunities through their access to high quality activities-to reinforce group work focused on cooperation between students-to increase the number of opportunities for professional staff developmentAbout 500 students (120- Poland, 100- Turkey, 140-Greece, 60- Slovenia and 90- Germany) worked together with about 60 eager teachers (PL-12, TR-12, GR-11, SL-8, GE-10) on the project activities. However, in some activities of the project more students and teachers were involved (especially during the students' exchanges). We supported students with fewer opportunities (100 students-20/school) using different methods that made them capable of learning. Definitely our whole school communities benefited from the cooperation. The first year was designed to know the partners: students, teachers, cultures, geography, legends using different tools and methods. It was about drama and ICT. The process of gaining the knowledge about the partners continued in the next years of the project. During the second year we created and played variable games in order to activate students and make them fully involved in the learning process. The attractive way of gaining new skills motivated both students and teachers. The third year of the project was dedicated to logical and creative thinking. We continued adapting our programme concerning games and introduced the other one about ICT in logic and creativity. The project enabld students to participate in a high quality learning environments regardless their financial and social status, disability or educational difficulties. Both students and teachers were engaged in each stage of the project: planning, implementation, evaluation and dissemination. They worked locally and together during four short-term exchanges of groups of pupils and two short-term joint staff training events. The project activities were integrated into the curricula of the schools.The participants acquired skills in maths, ICT, foreign language learning and teaching, logical and creative thinking, movie making, taking photos, drama and crafts. They also increased their self esteem and motivation for learning and teaching. Students developed their entrepreneurial skills what fosteedr their employability in future. Teachers gained insight on different educational systems, exchanged ideas about pedagogical approaches, exercised languages, practiced ICT skills. The project was innovative as it ensured keeping balance not only in education. As the sustainable development was the key to plan the project activities. the students enhanced their skills useful in their life and future professional careers. The project results were: school plays and shows, scripts with legends and online quizzes, games (board, language, strategy, computer and playground), photos, placards, posters, wall paintings, presentations, common dance shows, game fastivals, a mannequin challenge, a lipdub, interviews with students, group quizzes, school programmes, methodological articles and materials. The partnership was monitored and evaluated during the three years through meetings discussions, e-mails, video conferences and periodical evaluations by means of questionnaires addressed to students, teachers and community members. Questionnaires and diaries were used to monitor and evaluate the project work. The results of the partnership have been disseminated to local and wider community through a various range of tools.

"""It's not what you look at that matters, it's what you see"" these words by David Thoreau are the clue to understand the idea of our project. We want to enhance skills of using the English language through exploring and sharing information about local areas using ICT and other traditional tools. The partner schools combine different kinds of methods to respond to students preferences and interests. The staff will enrich their workshop and develop their professional career. The students will experience sharing cultures, explore their own and other countries in order to enrich their English skills as well as knowledge by creating and using the multimedia guide books. The partnership ""Share, explore, enrich- SEE for better life"" consists of five primary schools from: Poland, Turkey, Latvia, Croatia and Italy. The main objectives of the project are:-to enhance the students' English languge skills-to increase the number of opportunities for professional staff development-to know cultural and historical herritage and languages of other countries-to share and adopt innovative learning and teaching methodologies and pedagogical approaches delivering key competences and basic skills, language skills, and focusing on the use of ICT-to stimulate and activate students with fewer opportunities through their access to high quality activities-to develop and adapt the programme „The English language teaching/learning of vocabulary and communication using ICT and other techniques” into the curricula of each partner school -to acquire skills in ICT-to increase the students’ and teachers’ motivation and self esteem -to reinforce group work focused on cooperation between students through peer learning activities and workshops The project activities are planned for about 270 students (60- Poland, 60- Turkey, 30-Latvia, 60-Croatia and 60-Italy) who will work together with about40 eager teachers (PL-8, TR-8, LV-8, CR-8, IT-8) We intend to support students with fewer opportunities (50 students-10/school) using different methods that make them capable of learning. However, we expect our whole schools will benefit from the cooperation. The attractive way of gaining new skills will be motivating for both students and teachers. The students will be surrounded as much as possible by English. They will create a multimedia guide book (local trips guides, cultural events presentations, local cuisine recipes, regional legend scripts in 6 languages, partnership languages glossary) and they will be real true guides through their everyday life and cultures to each other. The project results:-increased students English skills (especially communication, reading comprehension)-increased students' and teachers' ICT skills -the programme English language teaching/learning of vocabulary and communication using ICT and other techniques-the interactive tour guide created to share and know the culture of the partners -enrichment of the teacher's workshop- exchange of good practices-workshops based on the cooking book-QR local area guides a way of sharing cultures and traditions-improved cultural awareness-increased ss’ and ts’ motivation and better attitudes towards learning and teaching-increased students' and teachers' self-confidence in communication using English-better communication and group working skills-European dimension of all partner schools The project enables students to participate in a high quality learning environments regardless their financial and social status, disability or educational difficulties. Both students and teachers will be engaged in each stage of the project: planning, implementation, evaluation and dissemination. They will work locally and together during four short-term exchanges of groups of pupils and one short-term joint staff training event. The project activities will be integrated into the curricula of the schools. The students will develop the skills that foster their employability in future. The sustainable development was the key to plan the project activities. They are designed to enhance students’ skills useful in their life and future professional careers. Teachers will enrich their workshop in new methods of teaching English (especially with the use of ICT), gain insight on different educational systems, exchange ideas about pedagogical approaches, exercise languages, practice ICT skills. Being able to discuss in detail management systems, curriculum, modern pedagogical methods, problems faced at a legislation level with teachers from different countries all over Europe plays a key role to our progress as school entities towards well-known high quality European educational systems. This project gives us also the opportunity to be trained by each partners."

The partnership ‘Legends hunt. To explore. To motivate. To cherish.’ had the following main objectives: -to develop and adapt the programme enhancing reading skills into the curricula of each partner school-to develop and adapt the programme of using ICT tools for production and communication in other environment than IT classes-to develop new forms of learning and teaching the English language-to stimulate and activate students with fewer opportunities through their access to high quality activities-to reinforce groupwork focused on cooperation between students-to increase the number of opportunities for professional staff development There were five schools participating in the project. We planned activities for about 500 students (100 in each school) and 72 teachers. They were the group that worked regularly. However, there were definitely more students and teachers who took part in in the project work. We involved students with fewer opportunities (100 students-20/school) in the activities. As we expected our whole schools benefited from the cooperation. Thanks to the project work we provided a high quality learning methods to all the students regardless their financial and social status, disability or educational difficulties. Both students and teachers were engaged in each stage of the project: planning, implementation, evaluation and dissemination. They worked locally and together during two short-term exchanges of groups of pupils and two short-term joint staff training events. The project activities were integrated into the curriculum of the schools. The participants acquireed skills in reading, ICT, foreign language learning and teaching, dancing, singing, drama, crafts and painting. They increased their self esteem and motivation for learning and teaching. Students developed artistic skills as these were the means for students to express their views and feelings about themselves and others. Teachers gained insight on different educational systems, exchange ideas about pedagogical approaches, exercise languages, practice ICT skills. The project website and the teachers blog will will be continued and used by the schools engaged in the project but also by other teachers abd students worldwide.The project is innovative itself, because the idea of combining literature, foreign language, dance , art and ICT in one has never been accomplished before. The idea will be the base of an eTwinning project that starts in October 2016 and will involve also new schools.The results were comic books, legends books, exhibitions of the costumes, puppets, props, curtains, wall paintings, presentations, placards,the theatre play and a lipdub, a callendar, methodological articles and materials. The partnership was monitored and evaluated during the two years through meetings discussions, e-mails and periodical evaluations by means of questionnaires addressed to students, teachers and community members. Questionnaires and diaries were used to monitor and evaluate students and teachers mobilities and trainings. The results of the partnership were disseminated to local and wider community through a various range of tools.