Early school leaving is most common problem that Europe fight. Disables are the largest group under risk .An estimated 93 million children worldwide live with disabilities. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life.On 30th May 2017, the European Commission presented its new strategy to support the modernisation of school and higher education. In the communication 'School development and excellent teaching for a great start in life' the Commission identifies three areas where action is urgently. needed 1) raising the quality and inclusiveness of schools; 2) supporting teachers and school leaders for excellent teaching; 3) improving the governance of school education systems. The aim is to promote inclusive education and lifelong learning for students and pupils with disables .According to our survey results all partner schools have students who have very low marks and they don’t achieve basic key competences, - parents have low educatıon and income level, - families are inadequate in increasing their children's intellectual and physical development,-Children with social problems and low self-confidence and students with mentaly disables .Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. The Europe 2020 target is to reduce the rates of early school leaving in the EU to below 10% by 2020.Reducing early school leaving to less than 10% across EU Member States by 2020 is one of the EU’s priorities in the field of education. We also can understand from our survay that music,art,ICT,dance,drama are the most attractive tool can be used in class. We will help pupils express themselves, increase their self-confidence, make them feel valuable, provide them learning environment where the inequality of opportunity in education is reduced, provide comfortable learning environments, encourage pupils use their creativity, develop their problem solving skills and digital skills and provide permanent learning. This project is based on the exchange of good practices. We have a partnership consisting of six European countries. We will use these methods and techniques: INCLUSION WITH ART ( ), INCLUSION WITH MUSIC (Turkey) ,INCLUSION WITH DANCE (Spaın ), INCLUSION WITH ICT ( BULGARIA), INCLUSION WITH GAMES ( FRANCE ) , INCLUSION WITH DRAMA ( CZECH R.)-to reduce the early school Leaving-Pupils will have no more difficulties in keeping their attention alive during lessons with new techniques -Pupils will feel themselves valuable by involving in the activities.-to increase learning motivation for the students-to develop teamwork skills our students and staff-to build character, values of fairness and respect and increase self-esteem of our students-to enhance teaching and learning by demonstrating pro-active teaching methods-to develop language and communication skills - to address on-going relevant professional development in ICT/ programming skills using transnational expertise and facilities-This project will encourage teachers to develop their professions-it will create awareness in the view of parents and pupils towards the education’s necessityWe are planning 6 LTT meetings (3+3) A variety of activities for all partner countries will be implemented during the project period. Many interesting products will be created and used even after the project's completion. Our results: BROCHURES , POSTERS ,LOGO and SLOGAN, PROJECT WEB SITE , E TWINNING PROJECT ,TEACHING MATERIALS BOOKLET, PLAYS BOOKLET , GAMES E BOOKLET ,DATABASE , MUSIC and DANCE SHOWS DVDs, FACEBOOK PAGE ,PHOTO ALBUM, PICTURES COLLECTION. The participants of the project will be in contact with each other using modern computer technology.They will take part in the competition for the logo design, extracurricular activities, they will go on extracurricular activities. All activities will be disseminated on the partner schools' websites, the project website and on e twinning pages and social media...We will strive to protect the education rights of early school leavers and disadvantaged students in the community and to raise awareness about lifelong learning.

"Early school leaving is most common problem that Europe fight. Disables are the largest group under risk. Euro Strategy takes into account experience of the Disability Action Plan (2004-2010). Its objectives are pursued by actions in eight priority areas. One area covers,''Education and training.”The aim is to promote inclusive education and lifelong learning for students and pupils with disabilities.The European Commission adopted on 15 November 2010 a new strategy with theoverall objective being to break down the barriers that prevent people with disabilities from participating in society on an equal basis.In the Europe Strategy 2020, it has been planned to reduce the dropout rate to 10% from the current15 %. We aim to contribute the solution to this problem with this project.Using games while teaching lessons will be an effective method to increase pupils achievement and to keep disabled pupils at school.We aim to reach pupils by teaching throughgames which creates amusing learning atmospheres.Because it was found that learning consists of 20% mental, 80% emotional. Prof. Dr. Nevzat Tarhan, the professor of the psychology , recommends that learning environment should be not only disciplined but also fun and added the game is very important for children.Freud defined children’s mental health as “love and play”.Game is children’s most important and serious work.They learn everything with games, they repeat what they learn in games. While children are studying, we must find ways to benefit from games.According to this information, games are chosen as an effective way to reach pupils.Thanks to Music,Art,ICT Games, Puppet Shows, Tales .We will help pupils express themselves, increase their self-confidence, make them feel valuable, provide them learning environment where the inequality of opportunity in education is reduced, provide comfortable learning environments, encourage pupils use their creativity, develop their problem solving skills and digital skills and provide permanent learning.This project is based on the exchange of good practices.Each partner will share good practices about teaching through games which makes learning enjoyable.We have a partnership consisting of six European countries. We will use these methods and techniques: Feel The Rhythm (PORTUGAL), Outdoor Games (Turkey), Fabric Prints ( Romania ), Puppet Show( Czheck Rep.), Games in ICT (Latvia ) improving pupils’ digital skills; Fairy Tales (Croatia)This project will make lots of impacts;-to reduce the early school leaving of SEN students-to socialize and integrate the disabled with the environment-Pupils will have no more difficulties in keeping their attention alive during lessons with new techniques-Pupils will feel themselves valuable by involving in the activities- they will be able to adapt to their peers- they will gain social acceptance- This project will encourage teachers to develop their professions- it will create awareness in the view of parents and pupils towards the education’s necessity- Local community will understand the behavior and needs of people with disabilitiesWe are planning 6 LTT meetings (3+3) A variety of activities for all partner countries will be implemented during the project period. Many interesting products will be created and used in teaching disabled students even after the project's completion.Partner schools will create an E Booklet about Ideal Disability Rights, brochures, Posters ,web site, Facebook, Twitter accounts.The participants of the Project ""BREAK DOWN THE BARRIERS "" will be in contact with each other using modern computer technology.They will take part in the competition for the logo design, extracurricular activities, they will go on interesting trips, participate in dance ,rhythm and theater workshops. All activities will be disseminated on the partner schools' websites, the project website and on the other social media accounts. At the end of the project school conferences will be held summarizing the project involving the local community.The project website will be open for everybody.With this project teachers and pupils will be more willing to participate in international projects.The project will encourage teachers and pupils to learn English and will increase the curiosity and interest in different subjects.We expect our pupils to be happier, more active while learning through games.Our outputs will be:E twinning project Project website -a project logo-pre-test and last-test-dissemination brochures, posters,-informative and educative brochures,-e-booklet about Ideal Disability Rights-Photo Album about the activity pictures and postcards-2020 Project Calendar with all special days and festival dates of 6 countries-DVDs about the Rhytm Show, puppet show-attending the learning/teaching/training transnational meeting activities- a catalogue about fabric printing-puzzles and booklets of 6 different Fairy Tales"

"The Erasmus+ project “Achieve+ Around Cultural Heritage Investigate European Values with Erasmus+” was implemented for 36 months (2018-2021) by six schools (primary and lower secondary) from Italy, Czech Republic, Portugal, Greece, Romania and Bulgaria. The main aims of the project were: improving educational success, increasing knowledge about cultural heritage diversity, developing participants’ social and intercultural competences, increasing competences in English, foreign languages and using IT. The work in the project was provided through integrated approaches and was incorporated into partners’ school programme, according to the project plan. A total of 3000 students (aged 10-14) and 300 teachers (all subjects) participated in the project. The focus were pupils with learning difficulties, social and economic obstacles and immigrants' children from all partners' schools. They took part in project activities which are included into regular classes and have some extra classes drama, language, IT, intercultural and evaluation actions and tasks: questionnaires, quizzes and discussions. Also, pupils cooperated in international groups in mobility periods and all the other activities were held in national groups of students, they felt involved in their learning process and their academic results were improved. Participants increased their competences, motivation and satisfaction in school work.The second target group were teachers who increased English and IT competences, improved knowledge and experience in using new methods and techniques during project activities. Teachers completed one Short Join Staff Training Event and students and teachers completed five short-term students’ exchanges. There were 459 teachers and pupils altogether involved in mobilities.Teachers worked on English and IT skills and gathered materials needed for effective implementation,dissemination and assessment. The students faced real communication situations during accommodation in families. They learnt basic vocabulary/ expressions of partners' national languages.Participants created and published common products: a project logo and a website (eTwinning Project); Multilingual dictionary; an architecture glossary; Cultural Heritage Journal including the European book of legends, traditional recipes cookbook, and Monuments DNA encyclopedia, and activities performed during LTT (about which there were public presentations); an educational Scratch game; a set of educational materials created in partners’ national languages and in English. The project's final product were the brochure: ""ACHIEVE+"" that is also available at the Tourism Office of the partner schools areas.Moreover, the partner from Portugal demonstrated Flexibility Curriculum and CLIL methodology programme activities which were innovative for others. All participants experienced educational scenarios and became prepared for new challenges.All partners introduced new IT techniques (web 2.0 tools), Learning apps, Educaplay app, Scratch app, Quizlet, Jigsawplanet, Calaméo, Qrcode, storyboard app to create a cartoon, storyjumper app, Atavist.com, tripline, thinglink , a padlet to create our products and presentations. The impact of the project was significant at local, regional and European levels because it was disseminated using many ways: organizing Erasmus+ Days at schools, Achieve+Days, project exhibitions, project workshops for students and teachers from ours and other schools as well as for workers from other institutions. Moreover, it was important the cooperation with parents, local governments, libraries, the eTwinning platform, Portuguese Route of Romanesque, Greek Archaeological Museum of Komotini, Refugees Association, Italian tourism office of municipality of Sala Consilina, the Information Tourist Centre, Bulgarian Municipaity Burgas, Romanian city library ""Panait Istrati"", in Braila, the institution dedicated to all teachers from Braila, called Casa corpului didactic, the “Turistické informační centrum České Budějovice”. Besides, dissemination was done in the International conference Achieve+ during the visit to Portugal, meetings, trainings, school newspaper, press and school websites articles, a radio broadcast, during the Bulgaria online meeting, a TV interview during the visit in Italy and Greece among others. The project has had a positive impact on participants. Thanks to it, students, teachers and other participants not only acquired knowledge about cultural heritage diversity but also social and intercultural competences. They developed their tolerance towards other cultures, religions and languages. Also, participants improved their English and IT skills.This project was awarded with a national eTwinning quality label in the following countries: Portugal and Greece."

The project assumes the cooperation of two schools from Austria and Czech Republic, two neighbour countries which share a common cultural heritage in different areas (history, economics, arts, culinary art and so on) due to a common history as Bohemia was part of the Austro-Hungarian Empire until 1918. Today, exactly 100 years later – after difficult periods of war and isolation – , especially the border regions of Austria and Czech Republic (Upper Austria and Southern Bohemia) have returned to a good understanding under the common flag of the European Union. Nevertheless the cooperation and understanding between Upper Austria and Southern Bohemia which are part of the European Region Danube – Vltava could still be increased which is the main goal of the project. Activities within the project should follow a long – term cooperation of the two schools, specifically continue on activities that could also include other schools or institutions of the European Region Danube – Vltava. The aim of the project will be to catch a common European cultural heritage in the eyes of the pupils. Although the target areas are very close one from each other and although there is a lot of shared heritage between Austrian and Czech culture, pupils of the actual generation often are not aware of it. So the project aims to figure out these commonalities and to make pupils conscious that a peaceful cohabitation in a European context is only possible by understanding the specifics of the neighbours’ culture – including its similarities as well as the differences. The THREE MAIN TOPICS of the project can be resumed as follows: LANGUAGE – CULTURE & HISTORY – TECHNOLOGY. LANGUAGE: A first important step to understand each other is a common basic language that nowadays is English. Nevertheless the mastering of the idiom of the neighbour population is indispensable in order to discover the common heritage. Therefore we would like to organize language courses in which the participating pupils and teachers will learn the basic competences of German and Czech language by using the method of CLIL. CULTURE & HISTORY: From the very beginning of the project, arts will play a fundamental role as different art techniques will be completed with digital photographs and a documentary video. Pupils take pictures or make videos of objects that represent a common cultural heritage between Czech Republic and Austria such as old houses, churches, castles etc. Alternative to photos and video clips the historical buildings/locations can also be painted or drawn. TECHNOLOGY: This activity will build bridges between the foregoing two activities (language course and course on cultural heritage). The pupils will work in teams of 4 students – 2 Austrian and 2 Czech students - and document the process of the whole project. As material of documentation will be used video clips, pictures, posters and 3-D printing. This multimedia documentation should always show the special cultural heritage object and present it to a wider public in English, German and Czech language (subtitles, etc.). The crest of the presentations’ preparations will be an exhibition to the public, officials and parents at special representation rooms. The project assumes an involvement of classic technologies (painting, drawing), as well as a suitable addition of modern technologies (photograph, HDR-photograph and digital video). Within the project communicative skills of pupils and their ability to work in a group will be developed. The development of art skills and creativity of the pupils will also take place. Individual activities will enable pupils to become aware of cultural monuments that dispose on a common cultural heritage between Austria and Czech Republic, broaden their horizons and enable them to understand our common history in a better way. At the same time it will bring pupils an interesting comparison of perception of this cultural heritage. For everyone a single cultural monument offers different aspects and for pupils, as well as for teachers, it will be interesting to figure out these different perceptions. We also aspect a positive influence on the area of tourism as pupils will like to travel in the neighbour country with their parents and friends to show them the original places they have visited and to talk to them about their positive experiences they have made during the project. This could also influence economy as pupils will be motivated to go abroad after leaving school for working or studying. The fact that pupils will learn basic knowledge of German or Czech language will encourage them to study or to work in Austria or Czech Republic what would be an enormous long-term impact of the project.

"The need for education to contribute to social cohesion, equality, and non-discrimination and civic competences has proved to be one of the main challenges and future priorities in the era of a united Europe. Yet, discriminatory attitudes and diversity problems are still persistent challenges to be addressed. The present refugees' situation has added an additional critical need for Europe to recruit innovative practices, investing in education. Our ambitious project under the title ""Passengers on the same bus! No place for discrimination, segregation, and inequality"" made a bridge, initially connecting four European partners- countries; Cyprus, Finland, Italy, and the Czech Republic. Integrating and sharing specific experience, viewpoints, knowledge and best practices, we managed to widen the bridge, moving from local and regional levels towards national, European, and International levels. Strictly dedicated to our aim, our partnership fostered the promotion of social cohesion among and beyond school communities and developed competencies in sustaining it. The whole project was well-designed to meet its objectives. We succeeded in raising awareness and sensitizing participants and target groups on the issues of discrimination and diversity and developing competence in tolerating and respecting them. We additionally aimed and managed to develop awareness and competence in predicting and tackling the phenomenon of bullying at schools and increasing awareness and tolerance towards refugees and asylum seekers. Additionally, too much concern was shed on the preparation of our project. We inspired and implemented effective communication and administrative arrangements and set a clear and effective methodology for assessing our project throughout its life. The design and implementation of our learning activities, events, and tasks were developed under an innovative method in order to yield outstanding and utmost results, outputs, and impacts. A number of meetings were designed and implemented to monitor the project. Videoconferences taking place almost at every end of a month were also designed to facilitate the communication among partners and the monitoring of the whole project. Furthermore, four learning activities (short-term exchanges of groups of pupils) were designed (the last activity was cancelled due to COVID-19). They were five-day activities constructed in an effective and much promising methodology. This innovative methodology included creative and experiential workshops, conferences with external experts, and short activities like role-playing, the creation of artistic tasks, and visits to refugee camps and places of cultural interest. All activities were designed to provide partners with constant and valuable experience in our project's objectives and developed certain awareness and competences. Each country-partner led and monitored one of the four designed activities, while each one of the rest of the countries-partners participated with two teachers and five students. In the whole, for the three learning activities in Italy, Cyprus, and the Czech Republic, there were 18 mobilities of teachers and 45 mobilities of students from all four countries-partners. Shortly after the enactment of an activity a meeting for evaluation and dissemination followed. The selection of the participants on the learning activities was strictly ranged within the arranged criteria set by all four countries-partners so as to contribute the best possible success to each learning activity. Moreover, too much concern was given to the support of our participants so as their participation would be as successful and safe as possible. As far as the dissemination and the use of the results of our project are concerned, a clear plan was inspired from the beginning of our project's life. Using recent communication channels like youtube, Facebook, and twitter as well as web platforms, such as the Erasmus Project Result Platform and e Twinning, TV channels and press, we managed wide dissemination of our results not only at a regional and national level but also at European and International one. We made publications in magazines and newspapers, we organised regional school conferences and events and used TV channels to disseminate our project's results. Moreover, to secure the successful dissemination and sustainability of our project's results, we published a handbook of our project’s results title “Passengers on the Same Bus”, and uploaded this handbook in a PDF form to various sites to be shared for free for everyone. Definitely, the implementation of the project “Passengers on the Same Bus” managed to bring a significant change in our school environment as far as the issues of diversity, discrimination and the inclusion of refugees and asylum seekers in our schools are concerned and it will continue to have an influential role after the end of its funding."