"The big challenge will be the creation of an mobile application (due to the possibility of using simple freeware to the development of the app) that allows everyone to communicate and transmit basic information in foreign language. The project ""Technology from everyone to each one of us"" aims to create an augmentative communication tool, from which anyone, with learning difficulties or not, can communicate in countries other than their own, with the use of pictograms instead of written words. The group, through its vast experience, knows that it is much more difficult to make children or people with learning difficulties of different natures able to learn or to read, in opposition to learn a set of pictograms representing words, these pictograms are designed so that the user can intuitively select the desired word/expressions.The institutions participating in the project add different value and complement each others points of view. It was important to find institutions that present diversity, NGOs, Regular High Schools, Higher Education Schools and a Technological School. They will function as comparison elements, control groups at the time of evaluation of the developed outputs. Each give a different cultural perspective due to geographic disposition and social function. We intend to have the participation of different know-how, different approaches and ways to test the applicability of the application. One of the criteria to be accepted in the project was to designate a team of maximum 5 people, able people in the following functions (with experience or hyer degree formation in the case of communication responsible): local project coordinator, budget manager, graphic production manager, pedagogic responsible , responsible for the application development, responsible for communication between institutions (in english), and responsible for activities. The institutions in the project are: High Schools: Agrupamento de Escolas de Aljustrel – PT IES Juan del Enzina–SP NGOs: Bulgarian Development Agency – BG Associazione N.E.T Networking Education & Training – IT Association for Developing Voluntary Work Novo Mesto - SL Professional Schools: Escola de Tecnologias, Criação e Inovação do Algarve – PT Universities; Uiversity of Thessaly – GR Collegium Balticum - PL It is intended that this technological product created mainly for children, is also usable by the elderly, adults, people and children with special needs. The application can be used in any language of any country to communicate, it will use pictograms to translate feelings, emotions, questions, statements, etc. The partners, in collaboration, will develop technologies using pictograms that can activate the audio of the word represented in the native language intended by the users. The pictograms and layout will be common to all the partner projects. All the technology produced will be of free use to everyone interested in it. Any reader or non-reader can use the application. Methodology The meetings will happen monthly using distal communication with the development of the project in all the partner institutions. The learning acquired in the distal mode will be applied in the institutions and evaluated by the different groups of work. The assessment of the applicability of the developed technologies will occur in each partner institution collaborating in the project. Each partner will develop the technology in their own language, which will be used later on by the partners in monitorization activities in loco. Objectives of the project: • Improve the teaching and learning of languages and promote the broad linguistic diversity in the EU and sensibility to different cultures; • Promote improvement in terms of quality, innovation, excellence and internationalization in the educational institutions, namely through the promotion of transnational cooperation between the education and training institutions and other parts with interest in it; • Develop projects in the institutions to optimize the use of ICT as mechanisms that allow the intercultural mobility and share. • Promote the technologic inclusion as a facilitator. • Promote projects developed by the institutions that use technological resources. • Discover the words/expressions most needed to engage in communication. • Create the European Pictogram Communication Language (EPCL). • Create the EPCL Translator (Mobile Application). The application has the ability to continue to grow, to update and to add content, it will never be truly finished, as it can be adapted and customized by anyone with average ICT knowledge. It is expected to impact how we communicate and how young children and those with learning disabilities learn by the use of the application, starting the communication of each and every one in foreign language."

The role of a teacher, has begun to change, in line with unstoppable progress in new information and communication technologies. In the classroom of 21st century, teachers become more of facilitators, their role is to get students’ attention and help them understand the material, and best way to do it is to engage them in the process of learning as much as possible. One way of doing so may be to use, in the process of teaching, didactic materials including elements of interactivity. Interactive content may take a form of presentation, video material, simple game, test, or even text document, it is any digital file that allows for interaction with the content. It is widely accepted that individual approach is the key to success, hence teachers also need to become creators of their own didactic materials. TICC project is based on these two crucial assumptions and was created to elaborate a new teaching approach, with focus on teachers as makers and facilitators. Implementing TICC project, the partnership aims were to equip teachers with digital skills enabling them to create their own interactive contents by providing them with an innovative space, which serves as a point of reference, a repository of modern, stimulating resources and a room for exchange of both ideas and ready-made educational interactive content. Our objectives were also to promote the concept of IC in teaching languages among relevant stakeholders and to test best ways of implementing it in the teaching process. The project’s direct target group were language teachers (more than 50) and trainers, but it also involved, at various stages of implementation, their students (more tham 500), their students’ parents, and other relevant stakeholders, including educators, language methodology experts, teacher training providers and associations, policy makers. To develop high quality results, evaluate the approach and promote the concept as widely as possible and on different education levels, the partnership has been formed consisting of public schools (primary, secondary), language school, school inspectorate, training provider specializing in digital media and IT company experienced in e-learning solutions. Main aim and other objectives were achieved through the development of the following outputs: IO1- IC Teachers’ Resource Set, which contains a guidebook and a collection of didactic materials, including introduction to interactive content and manual on the process of its preparation, database of free software for creating IC, video tutorials presenting step by step the process, and methodological tips. This is the input of the partnership into collecting and streaming most modern digital solutions for teaching; IO2 – TICC Space: a repository of interactive language materials, which is a complex tool for teachers, incorporating three components: Compendium, Content Box and ICC Community, hence offering all that a teacher, compelled by the idea, really needs to start creating IC; IO3 – Interactive content in education – Best Practices Study, which became an important indicator, both for teachers and all relevant stakeholders, showing new trends in creating individualized didactic materials with elements on IC and an evaluation of the effectiveness of this approach. All things considered, TICC project brought a fresh look on the role of teachers in new reality, showed them how they can enrich their professional workshop and make it more adjusted to the needs of their students – digital natives.As longer- term benefits: firstly, teachers received new tool and material for their classroom, the motivation to participate in lessons will grow with the availability of new resources, increasing attractiveness of language schools that are on time with technological advances, equipping teachers and pupils at schools with digital skills and tools, raising awareness of authorities in education on digitalization in education. Secondly, extending the scope of perspectives regarding the availability of digital materials for teachers across European countries, exchange of knowledge and experience between participants, accurate response to changing minds, life and approaches due to digitalization at school will definitely improve the quality of teaching.

CONTEXTRecent surveys show that stress can become an underlying factor in illnesses such as anxiety and depression. In particular, school-aged people are suffering from high stress, which is associated with academic failure, an increased risk for self-harm and negative school behaviour (Suldo et al., 2008). There is substantial evidence that mental health promotion programmes in schools can produce long-term benefits for young people including emotional and social functioning and improved academic performance. School can provide a rewarding support system that can be a powerful force in minimising risks and protecting against the development of mental health difficulties. OBJECTIVESIn our SESAME project we aim at adopting the Schoolwide-Positive Behavior Support (SW-PBS) in secondary schools, to create a school environment that positively impacts the mental health of students and teachers. First studies conducted by the University of Cologne in German primary schools show effects in reducing both externalizing and internalizing behaviour problems, thus contributing to student’s success. The SW-PBS facilitates prevention, effective mainstream teaching, and early identification and intervention for young people who are at risk of developing unhealthy patterns of behaviour or who are already showing early signs of mental health difficulties, thus preventing cases of early school leaving. EXPECTED RESULT:1. Cross-cultural adaptation and technological modernization of the SW-PBS approach in secondary schools 2. An innovative training path for education professionals for an inclusive education based on SWPBS3. Production of the SESAME app to support the application of the SW-PBS approach4. A pilot group of professionals trained in the prevention ofbehavioural disorders and mental health illnesses5. Mental health support workers embedded in every school ACTIVITIES Three Intellectual Outputs (IOs) have been identified: - IO1 : Cross-cultural adaptation of the SW-PBS framework in each country contextA methodological guide will be designed to facilitate the implementation of the SW-PBS approach. - IO2: Training pathways for educators Design a training pathway for educational practitioners who can adopt the approach- IO3 SESAME APP – innovative digital SW-PBS tool Production of a multiplatform digital product that applies gamification principles, to facilitate the interaction between school community and students. Trainers will be trained to deliver the jointly designed SW-PBS approach and become familiar with the SESAME APP. BENEFICIARIES and IMPACT We expect our SESAME project can introduce a direct changing in the educational perspective and school efficiency toward a more positive and proactive approach and increase the quality of life at school, according to the concept of mental and social well-being. Participants:- Educational staff (teachers, trainers, school counsellors, psychologists, researchers) of the pilot schools (secondary schools) Educational staff will be upskilled on the use of the SWPBS approach. As a result, they will develop competencies in the effective support of students with behavioural problems and will also benefit from an increased job satisfaction and personalized investment in the success of the school. - School Heads, administrators, school community Schools are expected to get an improved performance, thanks to a better quality of teaching, the use of digital tools and an improved accomplishment and satisfaction of students. Furthermore, the school climate will be improved -Students (sample of students participating to the piloting phase) Students (aged 18-25) will participate in the piloting phase (i.e., 6 months – 100 students) We expect that students will benefit from the approach in terms of: • Improved Behavioural Outcomes • Improved collaboration among students• Improved social integration (i.e., more positive friendships, less bullying)• Reduced behavioural problems, absenteeism, and dropout rates• Reduced Number of Early School Leavers• Reduced levels of stress-related health problems, such as depression, stress, anxiety LONG TERM IMPACT Educational staff, school Heads, administrators, school community, students represent the wide target groups our project aims to impact on the long term. Through our dissemination activities and Multiplier events, we aim at showing the positive effect of our approach and stimulate its uptake on a wider context. Through the dissemination activities, the SESAME partner expect to positively impact also on the following stakeholders who will be given the opportunity to adopt the SESAME products in their usual practices: -students’ families -local bodies in charge of education -psychologists’ Associations, associations promoting Mental Health Finally, SESAME represents a cross-culturally developed school-based prevention model that might be implement in a variety of Eureopean contexts.

"<< Background >>ERASMUS Project TEC++US is a project that started in 2018 with the creation of the EUROPEAN PICTOGRAPHIC LANGUAGE OF COMMUNICATION (EPCL) and the EPCL TRANSLATOR (TEC++US App).After it's completion in the start of 2020 the results showed that after the usage of the tools developed the acceptance form teachers and other stakeholder was high: -Young and adult people without disabilities who manage to use most of the pictograms without prior knowledge of their meaning. 52% exceeded the standards, 44% meet the standards, 4% did not meet the standard. Rate of successes in the group 96%.-Young people without disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 76% exceeded the standards, 20% meet the standards, 4% did not meet the standard. Rate of successes in the group 96%.-Young people with disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 15,4% exceeded the standards, 65,4% meet the standards, 19,2% did not meet the standard. Rate of successes in the group 80,8%.-Children with disabilities who can use the application to communicate effectively in a foreign language. 0% exceeded the standards, 60% meet the standards, 40% did not meet the standard. Rate of successes in the group 60%.-Young people with or without disabilities who manage to use most of the pictograms without prior knowledge of their meaning in a patronized conversation. 45,1% exceeded the standards, 43,1% meet the standards, 11,8% did not meet the standard. Rate of successes in the group 82,2%.After this evaluation and taking in consideration the commentaries, especially from teachers, the partnership wanted to improve the teachers and educators skills in the use of the new methodology proposed by the sage of the EPCL and EPCL Translator. A series of support material will be created to create an easy approach to the universal designed classroom, with tutorials, worksheets, online material and others the partnership finds of interest after starting the investigations on the better transnational solution to inclusion and language learning.The ERASMUS+ Project TEC++US 2.0 will fill gaps that were predicted in the project started in 2018 and that will improve even more the acceptance of digital inclusion in classroom (physical or online). It will use the know-how already gathered in the partnership, bringing new players to help fulfill the objectives it aims to achieve.The already established network, the materials and tools created for teaching and dissemination, like the web page or Play Store account, are already established and bring added value to the implementation of the project, what give more time to the partnership to focus in the new tools, methodologies and training plan. The activities that TEC++US 2.0 provide will help make the difference for children and young people in language learning and inclusion in classroom, the evaluation made by 280 stakeholders in the evaluation of TEC++US 1.0 show that a great majority of the inquired thought that the EPCL and the EPCL Translator can be used in language classrooms and can help improve the initiation of a new language. These tools are also a factor of inclusion once with the proper training and support materials an foreign language teacher can make the difference in the participation of each and every one of their students in regular classrooms or in activities where language learning occur, like training to refugee students or migrants.<< Objectives >>This project intends to learn more about the development of inclusion of each and every student in language classrooms, in general, to create educational support materials to be used with the EPCL and the EPCL Translator. The achievement of students with disabilities or not is determined or not by the future of schools policies. With the work resulting from this project we'll bring new tools, methodologies and training to teachers and educators so that they can make the difference in their educational systems by preparing students, developing language to each and every one during universal designed teaching methodologies.We hope that throughout the project an exchange of ideas and foundations will be achieved and that will allow the partnership to broaden the vision of the foundations that allow inclusion in different countries, the project aims at the following results:- Improve the teaching and learning of languages and promote the broad linguistic diversity in the EU and the sensibility to the different cultures;- Promote improvement in terms of quality, innovation, excellence and internationalization in the educational institutions, namely through the promotion of transnational cooperation between the education and training institutions and other parts with interest in it; - Develop projects to optimize the use of computers and media as mechanisms that allow the intercultural mobility and share.- Promote the technological inclusion as a facilitator.- Promote projects developed that use technological resources.- Help teachers and educators to better understand the potential of the tools already created.- Improve language blended learning and eLearning teaching with specific activities that can be made online with the use of the EPCL.- Improve the skills of each and every student in language learning.- Improve techniques of language n blended and eLearning.- Create online and printable activities that complement the EPCL and EPCL Translator in classroom or in online learning. (Project Result 1).- Create a training course for teachers in the usage of the EPCL and EPCL Translator in universal designed classes. (Project Result 2).To monitor the progress and achievements the partnership established indicator that each team has to be compliant.Quantitative indicators:Indicator 1 - 75% of students with Special Educational Needs are considered to be better integrated into language classes when using the tools created in TEC++US 2.0;Indicator 2 - 75% of the teachers foresee the pedagogical differentiation, in the planning, in order to answer the needs of each one;Indicator 3 – 75% of language teachers and educators consider that the tools and tutorials created are useful to be used in classroom;Indicator 4 – 75% of students considered with special educational needs improve interaction in classroom/support institution using the universal design activities proposed;Indicator 5 – 75% of migrant students improve interaction in classroom/support institution using the universal design activities proposed;Qualitative indicators:Indicator 6 – Teacher’s perception of the improvement of participation in classroom;Indicator 7 - School provides the specific support necessary for differentiated learning with each student;The analysis of an indicator starts from its creation. In all areas of an organization, indicators can be applied. The main mechanisms for the establishment of strategic goals address the fulfillment of stakeholder requirements, the use of comparative information, incremental challenges and external conditions.We determined five distinctive phases of equal importance: Initiation, Planning and Design, Construction and Execution, Monitoring and Control, Completion. The uninterrupted development and execution of all these phases ensure the success of our project.<< Implementation >>In order to have a successful implementation process there are many tasks between different departments that need to be accomplished in sequence. The project will use proven methodologies and enlist professional help to guide them through the implementation.The process will start with a negotiation in a meticulous process that will define guidelines, deadlines and payment schedule for the entire implementation process with a signature of a partner agreement in the first of three transnational meetings that will occur. After the roadmap is set, the project's scope and what the project can achieve for the educational system and for inclusion of each and every student in school activities a set of activities will start. The main activities of collaborative work will happen either on online project meetings or in Learning, Training and Teaching Activities.There are 5 LTTAs during the 2 years of project with well-defined goals for the project and what each partner hope to gain out by attending them:LTTA C1 - will engage in the field of language learning and inclusion. This activities are needed in order to create in the partnership the know-how of what the needs are in classrooms to work in universal design spirit and what work is already developed by teachers with their students. It will also bring know-how in terms of inclusion and techniques that are already used, so that the proposed materials and activities don't collide with the expectations of teachers and students in the field. LTTA C2 - will bring the know-how of how to produce material that can be used in classroom and how to take advantage of blended learning and eLearning. This training is of great importance to create material that can be used online and to prevent situations like the ones that occurred during the pandemic situation. LTTA C3 - Creating an universal designed tool brings needs not only for the students with leaning disabilities but also for those that are dislocated from their home country or that belong to minorities. The training in the importance of language learning to each and every one is mandatory in this project and the examples that the partner teams will bring to the training will improve the decision making in final products to every team.LTTA C4 - How to promote a training plan for teachers in using the EPCL in blended learning classrooms is very important because teachers are our main objective. Most of the work done in some point to acquisition of language skills comes from school and to motivate teachers to try and use our tools a training plan specific in the usage of such tools is essential. A lack of visual arrangements to graphics, videos and materials is also a big opportunity lost in engaging any stakeholder. It's also intended that every team in the partnership will be able to create tutorial on how to use the complementary tools to the EPCL and EPCL Translator so a training in video editing is crucial so the tutorials are available in every language. LTTA C5 - Dissemination and project results strategy are one of the main goals in all ERASMUS+ projects, in order to all teams present the final results efficiently the partnership considers that it's needed a specific training to promote the project with the target audience.Individual work in the organization will be developed with a plan for checking in the implementation's status, timeline focused on achieving set objectives through various stages of the implementation process.Key players in the implementation process will meet regularly online to discuss the project's progress and will also use the 2nd and 3rd Transnational meeting for this purpose. All partners will test the new results with test groups within their institutions or in stakeholders’ institutions as part of the procedure of implementation. After testing is complete a training programs focus on educating users about the new system and how to use it before the system eventually is ready to go live.<< Results >>The project have established 2 main results that are linked to a necessity that emerges from TEC++US 1.0. In order to improve the usage of a new language of communication, created in the spirit of the universal design, TEC++US 2.0 intend to create a series of support materials that are complementary and will help the usage of the European Pictographic Language of Communication (EPCL) and the EPCL Translator. Such materials will be decided by the partnership after attending a set of training designed to create in each of the participants sufficient know-how in all areas needed (inclusion, language teaching, pedagogy, ICT…) Such materials will be thought in the spirit of the universal design and will be able to be used with each and every one of the students in language classes teaching. The main goal is to achieve participation of all students at their full potential. Like it was already described.This result can variate between presential class activities proposals, online games, online or blended learning activities. Once only in the multiculturalism of the partnership and the eclectic transdisciplinary field of each partner will be truly found what are the best options to take, the project still doesn't close the doors to any option that will emerge. After all activities and materials are set and the teams are working in testing them, a series of tutorials, promotional material and translations will take place.The final stage will be the creation of a training plan using the materials that the partnership proposes in order to capacitate language teachers and educators in the correct use of the EPCL and/or the EPCL Translator in the perspective of inclusion and universal designed activities with participation of each and everyone in the classroom. In addiction it's expected that the project will create an impact on: -language and identity reflection; - minimizing the risk of discrimination (for example in migrants, refuges and minorities);-the inequalities in access to social services; -the importance of home language and the acquisition of the host country language;-language connection to psycho-social well-being; -mother tongue-based programmes to reduce the trauma that migrant and refugee children experience during and immediately following their transition; -language diversity challenges for educators; -inclusion of language learning to each and every student as a part of their rights to education. The outcomes will be important in the four axes defined by the partnership, (QIKE axes):Qualification - Overcome the scientific and technological backwardness, betting on the scientific and technological competences of the teams involved, recognizing the role of communities in the creation of quality products and training in research and development activities.Integration - Although what is expected of the project to impact is not inclusion but participation, it is expected that students with more difficulties will perform better after using the EPCL, EPCL Translator and it's support material. This improved performance will influence the quality of participation, which will improve the level of ""inclusion"" of students in the classroom.Knowledge - To qualify participants for the knowledge society, and bring knowledge in a fingertip, structural measures to raise ICT and language skills by creating a comprehensive and diversified throughout the project and mobilizing the dissemination of Information.Education - Print a new impetus to innovation by facilitating the user's adaptation to the challenges posed by globalization through the diffusion, adaptation and use of new technological product, form of communication and learning."

Population ageing is one of the most significant demographic and social trends of the 21st century, affecting nearly all the countries in the world. Increasing life expectancy is indeed a remarkable achievement of development and health care. However, it also poses obvious challenges. Older people are coming to represent a proportionately larger share of the total population, presenting social, economic and cultural challenges to individuals, families, public welfare systems and societies. The Age on stage project aims at using theatre arts, as a tool to combat social exclusion and isolation as well as stimulating active citizen participation among elderly people and make them feel part of an inclusive Europe. The Age on stage project has the objective to develop a Theatre pathway focused on life Stories of seniors participants. Theatre Lab project will introduce acting and presentation skills to help older people shape their memories into stories culminating in a public performance for peers and others in the community. Trainers will encourage participants to recall sometimes rare memories stirred by a common item, such as a thimble, or a question such as “Can you describe the first kitchen you ever remember eating in ? Do you remember the first time you used remote control for television ? The Activities of the project are:1.Development of a common theatre pathway to involve elderly and help them to exit isolation, exclusion and feeling active citizens again. Result: an attractive and professional theatre art pathway.2.pathway into a virtual dedicated web portal, which will include the curriculum, graphics and videos, interactive material, games, and a dedicated chat rooms for participants to exchange ideas and practices. Result:interactive web portal4.Short staff training to train trainers on the use of the web portal in connection with the pathway: Result: certification of skills and competences acquired.5.Piloting the curriculum with seniors in France Italy, Spain, UK, Poland. Result: final piloting report6.Learning activity for seniors Learning activity for seniors to make them acquired with the Web portal.7.Writing of a pièce called “life stories” Performed by the elderly Result: Life stories performance 8.Dissemination activities - the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, logo, information brochures, local dissemination conferences9.Evaluation and quality control. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that resultsand activities are developed. Result: evaluation reports.10.Drowning of a dedicated logo and web siteTarget groups are:• elderly people living alone, isolated and excluded, or living in care houses. The project aims at reaching more than 60 people during its lifetimein each country.• educators who will benefit from new and dynamic training materials with a proven track record and the transfer of thesematerials. The project aims at reaching more or less 100 educators along the project.• public organisation: they may deliver the pathway for edelry people living in their communities.Throughout the lifetime of the project 50 educators across 5 countries will be directly exposed to these techniques throughtheir practical application. This is likely to impact on more than 500 elderly. The products will be distributed to over 300 organisations through web sites and various partner networks.