"Studying mathematics has always been a great challenge for blind students and consequently, it has affected their performance, motivation to study, and ultimately access to scientific Degrees. The problem is faced by the entire generations of visually impaired people.This issue is of particular importance in the time of Integrated Digital Education (IDE), which requires from the teachers (both in common schools and special institutes) maintaining an effective remote dialogue with the disabled student. To achieve this objective, every teacher has to develop new teaching techniques and prepare personalized digital materials, to be used in combination with the specific methods of distance learning.For this reason, it is necessary to combine the computer aids with valid and tested didactic solutions, which can promote a real inclusion of the blind in the mainstream education and ""guarantee everyone equal access to all educational activities"" (MIUR). The DDMATH project aims to create adequate resources, developing a new didactic model for IDE, based on information technologies. In the final stage of the project it will be possible to experiment with the new solutions by involving teachers, students and families during the pilot phase in the real school environment.DDMATH will surely have a positive impact both on students who will gain facilitated access to the material and thus obtain better results, and on the new generations of teachers who will be able to acquire new skills in the area of accessible mathematics, through the implementation of new teaching models, based on Braille with the use of new technologies. This will also happen through a collaborative process between schools at the European level.As a secondary objective, the project will launch a trial to test Lambda to the benefit of the users with other disabilities.In the period of lockdown (closure of schools in Italy took place between April and May 2020) a number of suggestions and indications were received from some teachers who are desperately looking for useful solutions which would make them capable of doing mathematics with students who:- are visually impaired (low vision)- have severe motor disability in the upper limbs (being able to use only special keyboards)- are dyscalculicFor these categories of disabled people, the following characteristics of Lambda prove to be particularly valuable:-linear lambda coding (usually usable with Braille line, but also on PC monitor),-the Lambda editor for ""doing math"" equipped with various compensative solutions,-video presentation of the linear code with special glyphs for sighted teachers,-speech synthesis that reads mathematical signs,-Exclusive use of the keyboard (not the mouse),-the visualization of mathematics in the traditional graphic format.Based on their experiences, the consortium intends to verify this new potential of Lambda and create a prototype and a dedicated guide.The consortium includes the following partners:-Association Paccini, which has been engaged for years in proposing Lambda software solutions, for better accessibility of mathematics, for its 2200 students present throughoutEurope.- the EKMS association, having a deep knowledge of the needs and requirements of blind users, which will guide the project in the right direction to respond specifically to the users' needs;- the University of Toulouse ""INSPE Toulouse Midi-pyrénées "". Its pedagogy department has a printing and Braille transcription centre, which will contribute to develop the didactic proposals for teachers and students;- the company IN2, which for years has been engaged in the specific accessibility sector, will propose a production service of mathematical texts in Braille and conversion modules, which can be used directly from the project portal.- The IC6 Institute, leader of the provincial CTS, is at the forefront of integrating students with disabilities. The institute will be the representative of the world of schools and will be the main users’ interface."

Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered a transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration center in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and staffs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school.Number of partipants and profile:84 staff participated in mobilities. Project participants were educational staff, teachers, administrators, immigrant/asylum seeker families, and students. 52 staff participated in our joint staff training. Activities: - Our project regional partners and local partners have provided language education to school and asylum seekers and parents. - Workshop programs were organized in order to make good practices fit into the region. - Workshop programs were organized in order to make good practices fit into the region. - Trainings in each one day for partner institution staff- Conducting a questionnaire for the staff and evaluation of the questionnaire- Choosing of the disabled students- Leading the students to special education and vocational education and registration to related departments - Social and cultural activities for the refugee families -Trainings for the refugee families- Conducting questionnaire for the families and evaluation of the questionnaire - Performing of the procedures about opening of the social integration center -Pressing project hand book and sending them to the schools and institutions -Mentoring to the studentsMethodology: During the project, workshops, trainings, real-time observations and class practices, report preparation, research, mobility, work sharing activities were conducted to achieve the project objectives. All of these studies have been carried out by our regional partners with their local partners. The regional partners conducted quarterly project evaluation meetings.Results and impact:1- Students and parents participated in the language education program of the region where they live. The language training program continued throughout the project. Plans for language training as dissemination activities were carried out after the project.2- Good practices for children are explored and disseminated among regions3- A joint action plan was prepared based on good practices to facilitate the social integration of parents and students.4- Psycho-social integration capabilities of refugees and migrants have been increased. 5- Disabled students were directed to the relevant special education schools.6- The participation of students and their families in the social activities was provided.7- Parents' education and development skills in the parenting education program have been increased,8- A social integration center has been established to provide coordination between parents, students and staff of partner institutions.9- Communication skills of refugees and migrants working in mutual institutions or associations on psycho-social integration were increased.10- Awareness was raised about the problems and social integration of refugees and migrants among local people.11 – School teachers improved their skills in including and communicating with migrant students and their families.

CONTEXT/BACKGROUNDDespite the highest rate of Rome population in Europe, the schooling rate of Roma students is still low. It is investigated the causes of school dropout, irregular attendance, not integration to school and identified influencing factors at three levels: family, community and school.Family ;*The most common cause of school dropout is family financial problems so Roma students are forced migration (seasonally or continuously) to earn money,*the parents’ and siblings’ educational examples(family's low literacy) have a great influence on children’s behaviour,*the parents are also involved in crime and some of them are even arrested,*family break-up, early age marriage and emotional abuse,* the family’s drug addiction, *domestic violence and bullying,School and Community;*lack of security around the school *social exclusion, discrimination.School is the key factor to reduce dropout and supply integration to school.We intent to motivate students to attend the school by involving the whole community through music-dance, sport, art and other activities during the school partnership time between the years 2018-2020.OBJECTIVES The general aim of our Project is to reduce the dropout rate of Roma students and integrate them to formal education(nearly 500 students) by the help of music-dance, sport,art and other activities during project time.Through the Erasmus+ partnership work we Turkey, Italy, Romania,Bulgaria and Croatia will work and carry out our duties cooperatively.Our specific objectives to reach with the project;1.to determine obstacles and conduct detailed need analysis,2.to aim to reduce drop-out rate by %10 and ensure students' attendance to school regularly with fresh motivation, 3.to provide more than 2000 students' attandance to project activities4.to decrease discrimination,stimulate mutual understanding, appreciation to other cultures and raise awereness of European Citizenship both Roma and native ones,5.to promote tolerance,social interaction 6.to prevent bullying and violence,7.to raise awereness of teachers, 8.to find solutions for problems originated from family and community 9.to disseminate project outputs.NUMBER AND PROFILE OF PARTICIPANTSApproximately 500 Roma students will benefit from the project (120 in Turkey, 160 in Romania, 110 in Croatia, 70 in Bulgaria and 25 in Italy. ) Also more than 2000 students' will attend to project activities directly or indirectly,On the other hand; delegates of The Partner Institutions who will attend LTT activities (teachers and administrators) are totally 65 from all partners. Nearly 240 teachers will benefit from the workshop activities. Also it is expected that more than 600 parents will take advantage of the project.DESCRIPTION OF ACTIVITIESDuring the project; there will be three main activities; music- dance, sport, visual Art activities. Music activities ( rhythm performance: individual or group performances using ethnic and cultural instruments, dance performance: combining music and rhythm in ethnic dance performances, music performance: singing ethnic songs solo and chorus),Visual Arts activities(wall painting activities ( grafitti.....), preparing handcraft materials, ),Sport competition: (football, basketball match, local and traditional sport competition etc....) In addition to these activities we will organize different kind of activities,local and LTT activities by including the students, teachers,administrators, parents, stakeholders.METHODOLOGYThe participants will be teachers in LTT activities; thus the learning teaching activity will be designed as adult education activity which conforms via experiential learning, androgogy and non-formal education techniques. There will be several workshops related to school drop outs, preventing bullying, how to decrease domestic violence, social inclusion of disadvantage groups.In the whole different methods will be used such as waterfall method, SWOT analysis, Pecha Kucha method to provide teachers experience the new and effective methods.RESULTS AND IMPACTFinally; we aim to supply students regular attendance to school, reduce their dropping out rates and motivate and integrate them to formal education by the help of music, sport, dance ,art and other activities. Teachers will be expected to improve the pedagogical/methodological skills, to observe similar schools key competence of Roma students' education, to awake awereness European citizenship, to promote international cooperation to cope with educational issues.LONG TERM BENEFITSAfter the project period; seminars, workshops, meetings will continue to be held including the experienced staff to motivate the other colleagues and students and parents.Thanks to the project web site and guidebook, sustainability of the project will continue.