"ART BEYOND GAZE (ABeyGA)CONTEXT/BACKGROUNDArt creation allows the individuals to fulfill themselves, to express their deepest feelings, and to eliminate the intensity of everyday life. It is considered to be the tool for communication and verbal and/or non-verbal expression of intimate feelings in an alternative way. Art creations, in different forms (such as painting, sculpture, music, etc) can also serve therapeutic purposes especially for young learners with Special Educational Needs and Difficulties (SEND). In our digital era, art can be supported by many innovative methods, tools and practices which can offer the chance for a better social inclusion for young learners. Art technology offers a unique opportunity to tackle discrimination through its globalization and accessibility to all individuals. The peculiar circumstances created by COVID 19 highlight the importance of digital art creation as a means of communication and expression, given that during the pandemic the distance between individuals is imposed; art functions as a bridge which unites people and nations world-wide. AIM/OBJECTIVESIn the above frame, the general aim of ABeyGA project is to approach art creations in an alternative way with the total involvement of senses within art workshops and cultural environments in general (e.g. museums, cultural centers etc) and to support young learners especially with SEND, so they can be successfully included in their school and social environment through art education. More specifically, this program aims to design, implement and evaluate alternative innovative activities (through digital, multi-sensory and interactive methods in approaching art), and exchange the good transnational practices/activities between the partners.Also:- to develop a holistic global conception of art using all sensations (look but also touch, hearing, smell)- to adopt a multicultural approach of artworks opened to new worldviews (different perception of colors, sounds, art materials depending on the country of origin)- to engage the young people in the reproduction of known art works using digital or/and natural materials from the regions/countries involved- to support young people especially with SEND to be involved in communication by and for young peopleBENEFICIARIESThe beneficiaries of the project are mostly young learners with SEND and vulnerable young people in general, youth workers, educators and social work organizations, but also families, other young people, schools, colleges, high schools and universities.INTELLECTUAL OUTPUTS/ACTIVITIESThe project's Intellectual Outputs are a “Train the trainer” art Guidebook that will be made by PDETh organization (GREECE) for art teachers and youth trainers that focuses on how to organize art activities in schools and non-formal art & youth organizations. Also, a ""Digital Game for Young Learners"" made by COAT (ITALY) related to the production of artistic material (3D animation and games) by using high-tech technology in order for the art creation to be more comprehensible and accessible to the young people, especially with SEND. Moreover, ""Evaluating Videos"" made by BLUE ROOM (ITALY) to assess the workshops' products and practices through videos. Last but not least, a ""Digital Art Folder"" made by OPENUP (GREECE), as a digital library for the digitized artistic material - work (images, sound, text) created in the art and digital workshops. The ABeyGA project also includes training activities which are the ""Digital Training Activities"" realized by COAT and the ""Art Workshops"" realized by the Escola d'Art d'Olot. Additionally, the ""Local Workshops -Trainings"" activities will involve local cultural centers, galleries, schools special and not, vet schools, public bodies to spread the above mentioned innovative practices and the knowledge acquired to the youth workers and the young people, so they can be implemented. For the accomplishment of the IOs, five consortium meetings will be organized throughout the project every 5 months with the involvement of two participants from each partner. The kick-off meeting will take place in Larissa, Greece, the second one in Trevi, Italy (Digital Training), the third meeting in Barcelona, Spain (art workshops), the fourth one in Lyon, France (discussion about the Pilot Art Workshops) and the final project meeting in Athens, Greece, (assess the overall project cycle and analyze the main success\shortcomings).RESULTSThe expected results connected to the IOs and activities are related to the personal and professional development of the trainers so as to respond more efficiently to the demands of their social role, as parents, teachers, professionals. As for the young, especially with SEND, the project will guarantee the development of their learning skills and the reinforcement of their social- emotional abilities and self- expression to be included in their social and cultural environment."

"Pursuing the goal of Article 24 of the UN Convention on the Rights of Persons with Disabilities to provide all persons with or without disabilities with equal rights and equal opportunities in education, the project consortium of 7 partners from DE, AT, FI , ES and BE (Landes-Caritasverband Bayern, Ludwig-Maximilians-Universität, Pädagogische Hochschule Salzburg, Kehitysvammaisten Palvelusäätiö, Fundacio Espurna, Plataforma Educativa and European Association of Service Providers for Persons with Disabilities) and 10 primary or secondary schools in DE, AT, FI and ES cooperated to implement inclusion competences among staff and to transfer inclusion theory into practice in primary and secondary schools.For this purpose the project consortium developed a guide on how to start, steer and implement a school´s development towards inclusion on the basis of coaching processes that were implemented in the 10 pilot schools. The project also tested and developed 4 training modules on inclusion for school staff and families. The topics of the training modules are ""Together in a team - team work and inclusive education"", ""Family partnership"", ""Inclusive cultures in schools"" and ""Inclusive educational practices"".The training modules can be implemented in schools and in the further education system. They can also be adapted to the general teacher training system. Finally the project produced 6 video-clips to enhance the dissemination of the guide and the training modules. School staff members of the pilot schools participated in the coaching processes at their schools and in 2 short-term joint staff training events (40 participants for the staff trainings in total).The activities of the project consisted of 5 transnational meetings of the project consortium, in average 6 meetings of the national project teams in each country, 2 joint short-term staff training events, the coaching processes in the 10 pilot schools, the work on the project products and diverse dissemination activities on the local, regional, national and European level.The impact on the persons who were directly involved in the project (project staff, the staff and stakeholders of the pilot schools and the participants of the multiplying event) is: enhanced positive perception on inclusion in education, increased knowledge on inclusion in theory and visible steps made in practice towards inclusion. In consequence to the coaching processes the pilot schools made a significant development towards inclusive structures, processes and competences in their schools.The partners acting as stakeholders on the political, scientific or professional level gained a sound understanding of inclusion in education and a clear picture of how inclusion can be achieved in practice in schools and which conditions are necessary for that. They are now able to communicate clear recommendations related to systems, structures and conditions to other political and professional stakeholders. The project products are helpful means to respond to the qualification needs of educational staff in schools on inclusion. The partners use them for their training and educational programs. Using the multiplying events, the project website, the project newsletter, the national project teams and their influential position in general the partners were able to transport the project results to other stakeholders in the educational system. These stakeholders are now invited to adapt the guide and the training modules and to transfer them to their own practice."