To develop professional skills for using specific methods of formal and non-formal learning, intercultural

and inclusive to successfully integrate students with special learning needs;

- To develop at least 20 innovative methods for supporting human capital development of partners
schools

- To create a sustainable institutional framework for piloting and easy replication of a program for
inclusive education (The Center of inclusive education) for at least 25 students with special needs, from
each partner school, set in the project (Sept. 2017 - August 2020) and developed 1 year after project
completion( 2020-2021)

- To improve students motivations for learning and breaking down language barriers.

- To develop knowledge and understanding among students and educational staff about the diversity of
European languages and values

- To improve students and teachers usage of digital equipment( computers, IQ board)

During three years of the project, four pillar questions we will guide the children transition perception
from I to US and from present to future:

Who am I? (personal identity and social work)

Who is the other? (immersion in the Europe diversity)

Who will I be? (development of other skills and linguistic skills, the acquisition of self-esteem and
confidence through Play Therapy )

Who we`ll be together? (image of the future Europe, in the stories created by students with special
learning needs)

Timetable activities

sept. 2018/sept.2019

Remedial Intervention for Inclusion / Sep. 2018-June 2019 :

A7. ,,My correct messages" - students seminar for writing skills /all partners/ Sept - Oct.2018/ Pl

A2. Play therapy training course- Oct( Greece)

A 8. ,,Who brought the stories to us?"- Literature students seminar - each partner ; specialists, teachers,
students; Nov.2018/ Ro
A 9,,The characters in stories"- Reading Students Workshop - a parade a characters from the partners
books; Dec., 2018- Ian. 2019/ Gr

A10.,,The story message" - Lessons in pairs, classes linked to the smart board: Febr- March 2019/ ES

M3. Trans. meeting/ oracy teaching / reading / Poland, March, 2019

A11. Opinion target group survey; conclusion - March+ June, 2018/ March + June 2019/ June 20120

A12.,,The heroes of stories"-Graphics workshops for students; participants: arts teachers, students
March, 2019

A13.,,Narattive journalism"- CEstudents seminar -April- May 2019

A14. ,,Me, the hero of my story!” students workshop, provided by specialist/Students, teachers/
May2019/ Wales

A15. Measuring of students achievements( using the plickers tools ;

https://www.plickers.com/conlusion, sharing ; Dissemination event ; Report/ all partners; student,
specialist ; Ju, 2019/ It

A16. A story for my friend" /selecting a national story for sharing/ Students, teachers/ Ju. 2019/ PL

M4. Transn. meeting/ Teachers Guide achievements: Inclusive education methods selection / Design,
editing and promotion of the teachers guide / Wales/ Sept. 2019

Piloting the Inclusive Education Center

A17 ,, Our story without borders.... " writing a story book/ Simultaneously, the partners will write the
beginning of a national story/ June- Oct. 2019/ RO
Description of activities:

Remedial Intervention for Inclusion : the students seminars methodology:

The purpose of this activity is to increase the level of linguistic competences of our target group.
Students will create texts with unique insights life lessons learned from personal experience.

Themes:

1. How big is the story land and what is waiting for us on their land?

a) The geography of the stories; Partners will send story books to each other. Each partner will send
other story books by 3 different types (folk tales, classical stories, contemporary stories). Each partner
school will turn in a book exhibition and book reviews. These activities will be performed by students.

b) The characters in stories; The students inspired by the illustrations of the books, will have a carnival of
characters from the stories of the partners –“CARNIVAL OF the STORIES”

2. Who brought the stories to us? a) The research activity - students will make lists of story writers. The
lists are exchanged between partners. Common authors will be identified. b) Each partner will realize a
biography of a story writer from a partner country;

3. The heroes of stories:

a),, How do the story-characters from my country look like?" - Graphics workshop: Students will take
part in graphics workshops coordinated by an artist and will draw a character from each category:
fairies, elves, fabulous animals, witches;.

b) How does a new character invented by me look like?

- Observing certain characters in the real world, narrative journalism description technique. This activity
gives children tools which they can use to tell real stories, that arise interest

- Interviewing characters from the real world - interviewing techniques

- Identifying traits that allow transforming characters into heroes of the tale; sharing.

c) ,,Me, the hero of my story! "Students draw the hero of the the tale; sharing.

4 Writing the common stories: They will explore worlds that would not exist if they were not devised by
them. In this activity there are 8 steps: Write a story beginning, the plot (Beginning); Illustrate by
drawing the following part of the story (Illustrated prediction) ; We draw on an A4 format paper , four
images (D1); The story of what was shown above (p1); Write the second part of the story, continuing the
narrative plot, to another plot (P2); Illustration by four drawings (one A4 sheet) of what was written in
D2 Part Two'Writing Part Three (P3); Illustrating the end of the story (D4);. Writing the end, respecting
representation by drawing (P4).Simultaneously, the participating countries will write the beginning of a
national story. Then, observing a certain sequence of the participating country.

Preparation of the stories both in the mother tongue and in English by the responsible teachers in each
associate school, and making necessary corrections

Piloting of the new practical inclusive education workshops within the 8 partners:

During the practical implementation period, each school shall put into practice the new inremedial
education methods within the institution where he/she works, and an evaluation portfolio is also to be
prepared.

Interconnecting the classes through the interactive board : Setting the exact time at which the activity
will begin and assuring that the online meeting can be scrolled, also ,each participant should know his
role( host, partner);

The video recordings will be achieved every 3 months during the application period. They will be share
to the others . Thus, each workshop will have information about the process of application of the other
for remedial education workshops.

c) ,,Me, the hero of my story! "Students draw the hero of the the tale; sharing.

4 Writing the common stories: They will explore worlds that would not exist if they were not devised by
them. In this activity there are 8 steps: Write a story beginning, the plot (Beginning); Illustrate by
drawing the following part of the story (Illustrated prediction) ; We draw on an A4 format paper , four
images (D1); The story of what was shown above (p1); Write the second part of the story, continuing the
narrative plot, to another plot (P2); Illustration by four drawings (one A4 sheet) of what was written in
D2 Part Two'Writing Part Three (P3); Illustrating the end of the story (D4);. Writing the end, respecting
representation by drawing (P4).Simultaneously, the participating countries will write the beginning of a
national story. Then, observing a certain sequence of the participating country.

Preparation of the stories both in the mother tongue and in English by the responsible teachers in each
associate school, and making necessary corrections

Piloting of the new practical inclusive education workshops within the 8 partners:

During the practical implementation period, each school shall put into practice the new inremedial
education methods within the institution where he/she works, and an evaluation portfolio is also to be
prepared.

Interconnecting the classes through the interactive board : Setting the exact time at which the activity
will begin and assuring that the online meeting can be scrolled, also ,each participant should know his
role( host, partner);
 The video recordings will be achieved every 3 months during the application period. They will be share
to the others . Thus, each workshop will have information about the process of application of the other
for remedial education workshops.