<< Background >>Far Beyond the Barriers project is based on the belief that each student should be given the chance to be accepted, valued and have equal opportunities to develop its skills and career future without discrimination despite the level of abilities. Under the light of UN Sustainable Development Goals 4 Quality Education For All, Our partnership admit that as long as there are children and young people who have fewer opportunities not to benefit from quality education like their peers because of their own personal and learning difficulties, we need to put our thinking cap on and take action for equality and inclusion in our schools and classrooms.We as four partners from three different countries ( Poland, Romania and Turkey) address the real demand on inclusive education for quality education within this project. Despite the inclusive education has been increasingly recognized at international levels, there is not a common way to apply, the mainstream education systems and inclusive education, even the term of disabilities and difficulties may differ from country to country, For this project we use “learning difficulties” as an umbrella term for the learning difficulties and disabilities such as dyslexia( a common learning difficulty that can cause problems with reading, writing and spelling),dyscalculia (a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics.), dysgraphia (a specific learning difficulty in writing) , attention deficit and hyperactivity (is a condition characterized by inattention, hyperactivity and impulsivity ) need to be taken into consideration. According to statistics in Europe 15% of the population is dealing with some sort of learning difficulties. Meanwhile large numbers of individuals with that 15% are at the same time suffering from any other disorders as well.According to the European Dyslexia association;20-40% of the persons with dyslexia are also having dyscalculia, 20-55 % of persons with developmental language disorder are dyslexic. 10-20% of persons with dyslexia are having an anxiety disorder, 2-14% of persons with dyslexia are having a depression ,8-18% of persons with dyslexia are having an attention deficit and/or hyperactivity disorder.In order to achieve inclusion in education and move forward according to the Inclusion strategies of Europe, it is crucial to include those students with learning difficulties mentioned above because they will also be the actors of our future world like their peers without any difficulties and take active role in society only if they are accepted with their difficulties earlier and provided individualized education plan according to their needs in regular classrooms. In this regard special attention has to be paid to the methodological support and training of teachers in order to go along with a complete transformation of the teacher’s role in the classroom by changing the teaching strategies as well as adding the peers, parents, families and all relevant stakeholders in the process of inclusive education.<< Objectives >>We want to achieve more inclusive classrooms in our partner countries to offer quality education for all while respecting diversity, different needs and abilities in our classroom. During the project and after the completion of it, we would like to contribute to the European Union of Equality Strategy for the Rights of Persons with Disabilities 2021-2030 with our project’s impact since inclusive education has been put high on the education agenda at EU level.Within this project, we will encourage the partner countries to exchange best practices and to learn from each other because it is highly indispensable to hold a deep and open discussion on how to make our education system more inclusive for all with or without any difficulties. Although our main target groups are students with learning difficulties, we would like to open a frame for gifted students who have attention deficit and hyperactivity. These children are often misunderstood and their shinny parts may not be understood because of their ADHD. For this reason we choose STEAM education as it is multi disciplinary and allows students enough flexibility to think creatively while gaining them necessary 21.century skills which are prerequisite for their future life to have a decent job and life. “Far Beyond the Barriers'' project’s main objectives are;Promoting awareness and fighting stigma against the students with LDs because this group of students, if they are provided with greater knowledge and practice, are more than capable of closing the gap between them and their peers. Promoting and modelling positive attitudes and respectful language in schools/ classrooms for social and emotional inclusion.Ensuring necessary assistance to the teachers because learning difficulties are often misunderstood even by teachers. Teacher’s lack of knowledge and understanding about LDs can lead to poor education and care of these students.Promoting using different teaching approaches, disciplines and tools for teachers such as STEAM ( Science, Technology, Engineering, Arts, Mathematics) education approach, Creative Drama, Game based Teaching ,Sport and providing them a teacher guide ( R1) better to include students with LDs in mainstream education.Delivering an online course with 5 modules for teachers that teachers can benefit from to have the greatest impact on students.To achieve all these objectives, school managers/ teachers need to be more confident in identifying and making changes to the school environment to be able to positively support the integration of students with learning difficulties. Teachers as the main actors of our education systems need to have education and training in how the inclusion in school / class can be achieved and which strategies/ approaches/ techniques/ methods and tools can be used to achieve that goal. We would like to cater all these needs during the project and after its closure with our sustainability activities.<< Implementation >>Within the 26 Months project lifetime, We will implement these activities;A1-Project Management. Publiczna Szkola Podstawowa Nr 4 will be responsible for coordination of Far Beyond the Barriers Project in mutual agreement with partners as project manager.The partnership ensures the successful and quality completion of the projects all output and outcomes.A2- Dissemination of the Project:The dissemination of the project will start with approval of it and last till the end of the project duration.SAYEG-DER will lead dissemination activities.All the materials ( posters, flyers,leaflets,booklets, roll ups,newsletters, etc.) will be done in English and national languages.A3- Monitoring of the Project: The Monitoring and Evaluation will start at the beginning of the project and last till the end of the coordinator will be the leader.A4-Creating inter institutional agreements with partners (M1)A5-Creating Project teams( M1)A6-Creation of project visual identity Logo (M1)A7-Creation of the website and social media accounts ( M2)A8- Publishing promotional Material.( M2-M3)Each partner will use promotional materials for the EU funded project's visibility. The materials will be done in English or natural languages with the purpose of using them in the dissemination events.A9-Launching event of the project.(M4- M6) This event will be organized in each partner country to introduce the project to relevant target groups and local communities as well as local and national press.A10-Preparation Activities for LTTs and TPMs MobilitiesA11-Organizing seminar & workshop after 1.LTT (M6-M7)A12-Organizing seminar & workshop after 2. LTT (M13-M15)A13-Organizing seminar & workshop after 3. LTT (M18-M19)A14-Organizing seminar & workshop after 4. LTT (M21-M22)A15-Pilot Testing R1- guide and toolkits for teachers(M20-M22)A16- Pilot Testing R2 - the online course with 5 modules (M21-23)A17- Social Act Campaign (M12-24)A18- Progress ReportA19- Final ReportThere will be 2 transnational project meetings during the project .1. TPM will be in Pultusk /Poland2. TPM will be in İstanbul/TurkeyThere will be 7 online management meetingsC1- Using STEAM as a tool for inclusion in İstanbul / TurkeyC2- Using games to increase emotional intelligence and empathy in the classroom in RomaniaC3- Using Drama as a tool for inclusion in the classroom in PolandC4- Using Sports as a tool for inclusion in Ankara/TurkeyThere will be Local seminars/workshop will be carried out after the each LTT will take place in order to share the learntlessons and impact of transnational training.Three multiplier events as conference will be organized to promote the projects resultsProduction of Planned Results' Piloting Phase- 200 teachers/educators/educational staff and 100 students will be involved in piloting sessionsR1 Guide for Developing an inclusive classroomR2- Breaking down the barriers in inclusive education course content pilot testing will be done by the each project team. After all the adjustment will be made, it will be open for the teachers, all kind of educational staff.<< Results >>Far beyond the barriers project’s main expected outcomes will be as listed below;Within these outcomes; Educators will be more prepared to work effectively with students with specific learning difficulties who will be our next generations and are highly faced with the negative feelings in their educational and social life. Moreover the peers of those children and educational staff will gain positive attitudes to be more inclusive in our society including school life. Through the achievement of project objectives the expected tangible project results and outputs will be;- R1 Guide for Developing an inclusive classroom- R2- Breaking down the barriers in inclusive education Online course with 5 modules -Social Media Campaign-Partner countries Situation Report on inclusive education-Website containing information about our project itself, institutions, results, events, news etc.- Multiplier Events, Learning, teaching, training activities, local seminars and workshops for teachers, managers after each LTTWith Proposed objectives and activities expected impacts;For teachers:-improved awareness of the phenomenon of students/youngsters’ LDs problems;-improved ability to assure a more efficient and inclusive school environment;-improved knowledge and competence base on how to recognize, address and support children with LDs-enhanced skills to apply innovative methods needed to support the teaching process in order to ensure inclusiveeducation-increased ability to create and adapt learning materials to those pupils with LDsFor students:-increased awareness of what LDS are and how to cope with these-improved effective study method sets on special learning needs-raised self-awareness and self-esteem, developed a sense of belonging and a feeling of acceptance for students with learning difficulties.For partner institutions:-increased capacities to develop and implement quality social inclusion educational activities for their target groups-strengthened cooperation of partner organizations- having valuable materials for their organizations and the rest of the European organizations, schools and initiatives dealing with inclusion.- project management skills development- better relationship and communication between teaching, administration and management departments.-stronger relationship between LDs and their families-enhancing the inclusion of people with disabilities in the career field.-strong cooperation with the other local stakeholders, local and regional authorities, municipalities.-improving their own position at regional, national and European level.-improving their position in the improvement of Quality of Life of persons with LDsFor stakeholders-increased capacities to develop and implement quality social inclusion educational activities for their target groups