The project Community School Museums-COSMUS seeks to value the European cultural heritage, as a central element of diversity and intercultural dialogue; to establish strategic and virtuous interactions, between school, knowledge and education, Community, social, territorial and economic development, and the school Museum, memories, identities, territories, for the reinvention of the world, in the way of learning to know and know how to live together, in a perspective of global citizenship.The main objectives are:To develop strategies of social integration, of intercultural understanding, of a sense of belonging, of valuing people, in the contexts of school, community and city.To promote formal and non-formal learning processes, transversal skills, digital literacy, ICT and multimedia, communication, original and foreign languages, social and civic, capacity of initiative and entrepreneurship, Cultural, aesthetic and artistic environments.To satisfy the needs of training and learning of teachers and pupils, in a meaningful way, at the level of the flexible transversal approach of the curriculum, through collaborative work, as a team, sharing and building knowledge, independently and responsible, in a logic of innovation, creativity and problem solving.The partnership involvers ten institutions (1 Academy, 1 Teacher’s Training Center, 2 Associations and 6 Schools). Six school partners work with a team of 50 students and 10 teachers and 100 families. In addition, it also carefully distributes 36 students with special educational needs and 10 community stakeholders, with an initial universe of 1100 people coming from school and community.The participants are selected, according to criteria and profiles previously defined, by the partners like: gender equality, incentive for the participation of motivated students, with low social formation, handicapped, migrants, in difficulty of early school dropout, failure, and those who face social or religious problems or other type of exclusion. The project will be developed using design methodologies, interdisciplinary, innovative, sustainable development, team-based work, research-action and reflection processes, with flexible approaches to the complexity of themes and problems, through communities of learning and practice, knowledge building, critical sense, and the involvement and participation of the educational community.Reference activities are competitions, content production, intellectual outputs, training and learning, a festival, exhibitions, transnational meetings and a multiplier event.From these activities we expect to obtain several results, tangible and intangible that will last long after the project ending. Some of those tangible results are specific contents (Tales, songs, poetry, Life Reports, Films, Chronicles...) developed within the framework of the dynamics of Community museums of European partners; a toolkit to build a community museum in schools or a collaborative, an e-book with descriptive description of the project and an interactive digital platform. As intangible results we highlight the improvement of teachers and students’ skills on communication, digital, language and creativity skills, debate and critical thinking, cooperation, sustainable development; the awareness of the world and its potential for transformation through an intercultural consciousness; the valuing mobility of people on a planetary scale, in the interaction and inclusion of diverse ethnic-cultural groups, different in their language, religion, customs and traditions; the respect for cultural diversity; contribution to a more humane and meaningful education that respects the diversity of the school and educational community; a processes of change, focusing on the reflection component on the communities that live and interact in the school, in the collaborative resolution of problems and in partnerships with the educational community; Encourage awareness and development of appropriate and contextualised activities in the European dimension.The expected impact is significant at the level of the direct participants involved: teachers, students, community, European project partners, but also on the families, and citizens of the city, whose heritage and cultural contribution is recognized and magnifies the impact of the projectIt is expected to duplicate the universe of direct and indirect participants in the course of the project. The benefits of the project in the short, medium and long term are very significant, by the innovation dimension contained and mobilized by the different connections of the project, the methods, the potential of the networks and partnerships, the objectives and products to be developed.The construction of a Community school museum and related intellectual production are innovative in the educational, social, and cultural sector, inspiring the creation of memories, identities and diversification, in the heart of COSMUS.

"Our school, opened in 1963-1964 school year and it is the most crowded school in the district center with 475 students and 34 education and training personnel. Our institution which is a model and pioneer of social, cultural, sportive, artistic activities ,academic success and participated projects is in a struggle for educating students who need special education, too. Our teachers are trying to improve and change themselves in the integration education activities that are carried out with our special education and disabled students in our school. In this context, with an Erasmus + project in our school coordination, our teachers are aiming to offer the students a learning environment enriched with different learning methods both locally and internationally. In the framework of our vision of being a world citizen blended with different cultures, we are confident that our education and training qualities should be drawn to high standards and confront us with the fact that we should also be involved in international projects .We have created this project to improve the quality of the services we provide to our students with disabilities with the principle of ""sensitivity to disabled people"" and to develop the knowledge, skills and values in this field by examining the European examples of integration practices in this context. In the project application process, we first decided that if we would be coordinator school or be partners with other projects . In this process, we believed that we could rely on our institutional capacity by making a project would be more efficient in our own coordinator. In the invitation result we made through e-twinning, we selected 5 different schools from 5 different countries that we believed would lead us to the benefits we aimed at. During the selection of schools, criteria such as previous Erasmus + experiences, special learning difficulties in accordance with the project objectives, the need for special education, disadvantaged and disabled students, and the existence of different studies of the selected schools for the target group students were examined. The project is designed to be a 24-month period in which each participant falls into a movement. Only one participant with 5 students participated in 6 different mobility activities, only one teacher participated and this mobility was determined as an evaluation of how much of the project goals were achieved as an interim evaluation, how well the project flow was going, and if necessary revisions were determined and a new roadmap was made.In every mobility by student participants ,totally 25 students and 15 teachers will be visitor position with the groups of 3 teachers and 5 students.Through these mobilities, eventually at least 150 different students and 60 teachers will be able to interact and create new contacts and experience different experiences to open brand new windows in their lives. The main aim of the participatory student mobility is to see the specific applications of the host country in the special education and disadvantaged students in place and, if possible, the visitor students to experience these applications. In addition to this, in order to provide cultural interaction, a theme to be determined in every activity (eg drama, choir, folkloric dance) will be asked to perform a study involving the students of the target group and this will enable the students to socialize with other students in the institution. Touristic trips that will mediate the transfer of the cultures of the host country to the host country will be transferred to the participant's natural, human and geographical beauties. The studies our instituation is carrying out sensitively for disabled students and their parents will be internationalized and gain European aspect.The programs that are prepared for students will be renewed.Improving concern and motivation of students to lessonsand parents’contribution to student education also teachers’motivation to studies will have been provided.The knowledge , skill and values obtained by International Special Education Coordinators Group will be generalized in province and country about to start from our town in addition to this perpetual advice center will be proffered.With our activity the yield of present studies will be improved and by improving the knowledge and skill on issues which our instituation needs in the long term plannings will be done .For the same purpose internationalization target will be supported at the platforms like E-Twinning ,SEG ,EPale by exchanging information."