"Mersin Metropolitan Municipality Special Education Practice Center and our partner institutions, have addressed the problems encountered in the field of special education in Turkey and in the Europe. We have found the problem that we can not find the most obvious and the solution can be ""treatment of behavior problems"" among our other problems.Thus, we have created this Ka229 project which called ""Creating Positive Behaviors"" to find a solution to our problem that we have analyzed with our partners. Problem behavior; which interferes the learning of the individual or other individuals, affects the social relationship and interactions negatively, the behaviors that harm the individual or his/her peers. Various behavioral problems that we often encounter in our institutions, such as bite, strike, escape from school, harm to objects, spitting, yelling; negatively affects learning process and quality of education, reduces teacher motivation and prevents the acquisition of academic skills. These problems negatively influence the active learning and teaching process and thus we don't have the opportunity to work efficiently. In the light of all this arguments, this issue has led us to find the answer of ""what shoul we do"". As a result of sharing opiniouns with our partners, we have found that each institution has deficiencies and competencies at different points in the solution of behavioral problems.The skills and experience of our partners, particularly in the implementation section, is a good opportunity to complement our shortcomings in our pupils behavioral problems. However, it is expected that the combination of the theoretical knowledge of the teachers of our institution on the behavior problem and the good practices in the partner institutions will have a positive impact on the decreasing the behavioral problems.Therefore, five teachers will participate directly in this project, one coordinator from each partner organization, one legal representative and three teachers. Two of the three teachers who will be participate in this project need have a bachelor's degree in special education. The other participant will be selected from the administrative staff of the school or from teachers who teach in the music, arts and sports courses to the students. Participants who will participate directly will be involved in the LTT activities of the project and participate in the workshops. During the 4 LTT activities planned in our project; Diagnostics and analysis of the behavior problems in parts of Romania, preparation of plans in Greece, implementation of the plans in parts of Italy, plan evaluation, monitoring and the results will be studied alternative solutions to produce parts in Turkey. An evaluation report will be prepared on the basis of these studies and a behavior change plan draft will be established for each partner institution. At the end of project; we want teachers to acquire sufficient knowledge and experience, to overcome their deficiencies in the handling of problem behaviors, to specialize in effective classroom management and to increase their professional motivation. We hope to improve learning performance and reduce inequality in learning outcomes by providing an effective learning environment for them through the treatment of problem behaviors exhibited by disadvantaged individuals. We are hoping that disadvantaged individuals will be treated from these problem behaviors and become collectively more compatible and accepted by society. We will use the PRINCE2 method, which is the most risk-free method in the management of our project, to minimize the risks that may be encountered in the project management process. We will draw up various commissions, inspired by the PRINCE2 method, to ensure that our project is carried out in a healthy way, to ensure coordination among partners, and to make a sound assessment. These; the senior management commission where the legal representatives of the partner institutions will take place, the project coordination commission, where only the project coordinators will take place, and the senior evaluation committee, where the project period and post project evaluations will be made. After the completion of the project period, a report containing the project outputs will be prepared and this report will be presented to the highest official authority responsible for Special Education in our country. Our overseas partners will also submit a report to the highest authority in charge of Special Education in their respective countries. A file containing our project results will be sent to all stakeholder schools through the local institutions responsible for Special Education in the partner countries (the Provincial Directorates of National Education in our country). We will make our project results accessible to everyone by publishing the results of our project on our website and social media pages."

"<< Objectives >>As partners from Germany, Greece and two partners fromTurkey, with our project ""Orff-Schulwerk for Inclusion"" our goal is to bring our between 13 and 16 years old normally developing students together with their special needs and gifted peers based on Orff-Schulwerk Approach basic musical activities to carry out activities in cooperation and thus increase their sensitivity towards each other and to develop their empathy, tolerance and acceptance skills for a happy and active European society.<< Implementation >>Our project includes 3 LTT and 1 online TPM activities in Germany,Greece and Turkey.In our first LTT event,8 participants,including teachers,school administrators and school staff,will learn the Orff-Schulwerk Music Approach.2.and 3. LTT activities,8 teachers and 14 students,in total 22 participants,will rehearse the activities and finally perform them on the stage.Our project also includes dissemination activities such as seminars and webinars,the project website,e-book,social and local media.<< Results >>Through the Orff-Schulwerk musical approach,the most important outcome of our project will be to increase the awareness of special needs,gifted and normally developing students to each other,to increase their tolerance and empathy skills, and to contribute to the integration and harmony environment of our participating students from different segments of the society.While they wilk work together, students will develop self-confidence towards themselves.Educators will learn new approach."

"Special education in Romania is undergoing a time of acute change due to the increasing number of children having autistic spectrum disorders, severe intellectual deficiencies and associated deficiencies. There is a significant need for new methods, new teaching techniques, the development of professional skills of teachers working in this field, the adjustment and development of an educational design in correlation with the children’s needs.The project ""Art for autism"" wants to support institutional development as stipulated by the Institutional Development Plan and by the European Development Plan by means of sharing, practicing teachers in special education through specific knowledge on the subject of autism and also learning directly from specialists working with different art forms at a special European education institution with a similar profile, live. Our aim is for the teachers working with children with severe intellectual deficiencies and autism to develop specific skills in order to work more efficiently with these children, to become more confident regarding their work and thus to increase the quality of the teachers’ methods and strategies.Art therapy is based on the recognition that the fundamental thoughts and emotions, that come from the unconscious, get expression in images rather than in words. There is no right or wrong way to express emotions through art therapy. You do not have to excel in painting, modeling or sculpting. You just have to feel free and express yourself freely. Art therapy teaches children and the big people to express themselves, to give a free kick to creativity. Whether it`s art therapy through painting, art therapy by modeling, art therapy through gaming, art therapy through dance or theater, the child learns to become himself, to express himself freely, to become confident in his own forces, communicate and relate, in a word, to being a happy child. Art therapy is an opportunity for everyone to express themselves spontaneously and authentically, an experience that in time leads to personal fulfillment, emotional healing and profound transformation. Art is also a major form of learning. Art can teach a multitude of abilities and acquire knowledge that can form the basis of more complex knowledge. Because it is an attractive form of teaching various educational content, art therapy can be a novel way to develop basic knowledge, skills and competencies in children with autism. Involved in activities that are based on different forms of art therapy, we will stimulate pupils`interest in teaching, prevent school abandonment and diversify the educational offerWe expect an increase in the efficiency of the educational act through the integration of new European methods and working techniques, the integration of the acquired experience in the classroom, the usage the theoretical knowledge, the competences and the practical experience gained from both the training courses and the job shadowing. The impact of implementing such an institutional project will be upon all teachers from our institution and from other special schools and even from the integrative mainstream schools, pupils (who will indirectly benefit from a better quality educational service), the parents of the students (who will have access to the materials produced within this project that will be free to access), and the Pascani local community who will become aware of the problems the children with autism and severe intellectual deficiencies are facing."

Begining from the title of the project, we want to demonstrate through the international partnership that although nature is the one that resembles us, education distinguishes us by the fact that theoretical and technical instruction based on healthy values and common sense, will always change the life of the scholars involved by identifying common needs at european level, in order to achieve local, national and international change. Concidering that a worrying percentage of children remain unskilled or isolated in their families due to a lack of effective alternatives, the special vocational education system continues to be the only solution basedon the medical approach of disability. We, Romania, Greece, Turkey and Italy, consider it absolutely necessary to get involved in an international partnership, to disseminate information about our work with these children with mild and moderate mental deficiency, in order to raise awareness of the importance of their integration in the labour market and in social life. Our project aims toincrease the students’ motivation and involvement in their own future, to integrate them into society, after graduation of the courses. The need to carry out this project is linked to the importance of learning a trade of current interest and demanded on the European labour market, by the students with special educational needs in some european special schools. The objectives of the project derive from the educational needs identified in partener schools, society and in the European community. The key objective addresses the most important issues: the individual development of 40 children with SEN (Special Educational Needs), on the level of developing the manual skills abilities in 24 months that are necessary for the future profession of textile worker. Ensuring equal opportunities for 40 students in the European Union area, in order to maximize the personality and specific skills for tehnical profession (textile tailoring and art design). Ensuring the accessibility of educational programs through the exchange of experience between teachers working with students with SEN in the EU. In our project will participate 10 scholars with special educational needs from each partner school, 2 accompanying scholars (1 attendant per 5 scholars) from each participating country in international trips and 3 teachers representing the respective unit for transnational meetings. Taking into account that we, Romania and Greece, as partners and coordinators for the first time in a project funded by the European Union, we want to be a practical example of involvement in our educational instructive work with scholars with special educational needs. Although the textiles industry is relatively developed and there are jobs in this area, the students' motivation to get a job after graduation, will grow. Through the work shops and work sessions that we will carry out, we will learn along with our partners fromTurkey, Greece and Italy how to follow the stages of building-up a traditional fashion product, the traditional stylized blouse for both boys and girls. Students will deploy various, stimulating, practical activities based on the development of key competences, learning how to describe raw materials and auxiliaries in textiles, how to select sewing materials for different fashion products, how to check the details of the products and auxiliary materials etc. In the same time,the project team will get involvedin a management activity, wich will determine the necessary tasks in achieving a quality management. Another task is to write the job description and the attributions of each member of the managementand implementation team of the project. This will be a good opportunity to transfer good practices and knowledge between the participants. The tangible intellectual results will be all the fashion products, layouts and conclusions from the exchange of best practices, wich we will bring together in an attractive brochure and the teaching tutorials. We will try to ensure free of charge through internationalization by translating into all the languages of the partner countries to encourage good practice examples with beautiful results in changing the lives of disadvantaged people with whom we will work within this project. The impact will be positive at the European Union level, with the aim of increasing the quality of education and training of pupils with special needs in Europe by aligning the education system to the opportunities of the european market. At the end of the project, we will continue to implement the objectives with the examples of good practices purchaise din the partner countries and we will look to make other projects at european level to develop and to continue to reduce the risk that after finishingthe studies, students with special educational needs will not succeed to get a job and also the social inclusion won’t be achieved.

21st item of EU Basic Rights Condition states that nobody can be exposed to discrimination because of his/her disability. According to data of OECD, EU and Turkey, 29% of disabled in Europe and 71% of disabled in Turkey are at the risk of social exclusion. Social exclusion which is one of the Europeans basic topic of social politics and current problems is evaluated with poverty, disadvantage and discrimination. In this project, on one hand schools from Turkey, Poland and Greece will educate SEN students, on the other hand schools from Turkey, Italy and Romania will educate students who need awareness about discrimination of disabled and students struggling with economic problems. All the students of this project are at the risk of social exclusion. 21 students and 15 companion teachers will attend activities of this project. The age gap among attendant students is 13-19. Within 2010-2020 European Strategy of Disability, as it is emphasized in EU commission, awareness level of public people is important and should be raised. The way of making students gain awareness of disability is to create an activity that gathers up students with their disabled peers and makes them cooperate. In planned activities, every country will make preparations to introduce their cultural meals, music, folk dancing and traditional sports. A video of preparations will be recorded and shared with partners. Teachers of project will share the videos of participants with their own students and this will make a readiness about other partner country's culture. In whichever country students will visit, they experience cultural arrangements with its partner school students. With these cultural preparation and sharing of cultural elements, students' interest about their own culture will raise and they will have an opportunity to introduce their country and learn other ones. Students' abilities of cooperate with peers from another culture will develop. In activities, educational method of social learning with peers will be used. With peer education non-disabled students will gain an ability of leadership, will be interested in learning and teaching, will have an ability of emphaty, responsibility and communication, will gain self-esteem, will cooperate with disabled and non-disabled peers from different cultures, will have an opportunity to know disabled peers closely and finally they will have a positive attitude towards disabled. So non-disabled students will respect individual differences. Cooperation and communication abilities of disabled students will be improved via peer education practice. Disabled students will experience the feeling of accomplishment in activities and this will raise their motivation of learning. With this project, disabled students will have opportunity to be an individual who is respected and approved by public. One of the EU's basic politics is to support cultural variety, dialogue between cultures and showing up the capacity of cultural creativeness and innovation. In this context, with the activities of the project, the opportunity of introduction of their culture and learning the others will come up. Attendants will have an active role in developing inter-cultural dialogue. So they will contribute to the introduction, preservation and expansion of European cultural heritage. Our project will contribute to create a EU young generation which respects individual differences, develops an attitude of anti-discrimination, has a self-esteem and self-respect personality, converts its disadvantages into an advantage, has an awareness of inter-cultural dialogue's importance and become sensitive about protection of EU cultural heritage. To introduce European cultural heritage and make an attention about awareness of disability, a song and a short film will be produced. A video-clip including participant students and introductions of partner countries will be made and shared via Youtube. A wide-range booklet including aims, contents, results and information about partner countries will be prepared. Cultural and art outputs produced by disabled and non-disabled students together in activities of the project will be exhibited in an organization at the last mobility.