"""Everyone is Welcome"" is a 24 months' project that is in Ireland coordinating and in partnership of Turkey, Italy, Poland and Romania.Not only in our schools, children around the world are excluded from their schools due to disability, race, language, religion, gender, and poverty. But each child's have the right to be welcomed and included growth, learning, development, going to school; teachers, communities and peers. The students in the background develop socializing, respect and understanding as they play together and learn. When they are deprived of the right to a quality education, they miss the opportunity to become productive and subsciriber adults. The focus of this project is developing a more effective inclusive education program at the international level through the exchange of good practice for students with disabilities or disadvantages in our schools; using art therapies for children with special education students and other behavioral, emotional or psychological problems and placing the inclusive practices into the curriculum.Our objectives are; -To improve opportunities for children with multiple disabilities to learn cognitive, social-emotional.-Increasing awareness of inclusive education, including promoting parental involvement in school.-Ensuring equality, social solidarity and active citizenship among students.- Creating safe and inclusive school environments for students with disabilities, disadvantages and special needs. -To reveal the strengths and abilities of students through art therapy.-To integrate fine arts and art therapy into curriculum to encourage inclusive opportunities,creating interesting lessons for students and give them a chance to work.-To strengthen positive behaviors through art therapy and artwork, helping students to learn important life lessons and social skills that will enable them to develop in all areas of their lives.-Using the fine arts on the European dimension to facilitate the inclusive education, sharing inclusive practices with our partners, gain knowledge and know-how.The target group contains disabled, non-disabled, students from different ethnic backgrounds and excluded by their peers who are between 9- 14 ages. We will use some methodologies such as workshop studies, team work, using ICT tools, collecting data, sharing experience, learning through fine art therapies, seminar, collaboration and working with mixed groups.In total 80 students and 40 teachers will participate to mobilities.We planned art, music, drama, sculpture and dance activities to develop the inclusive education. Expected results are;- The disadvantaged students who are physically, mentally, mentally or socially involved in the arts activities together with other peers, will further support students' progress and achievements and their skills will emerge.-Art therapy will provide an excellent platform to facilitate inclusive learning, encourage collaborative learning, and facilitate inclusive practices because of their inclusiveness.-Involvement in artistic activities will encourage creative expression and communication, as well as reinforce learning, growth and development. For example, when the dance and movement is integrated into the curriculum, the students will be able to use their minds and bodies. The visual arts and sculpture will develop students' problem solving, critical thinking and motor skills; dancing together will develop positive behaviors whilst working in collaboration whatever the differences are.-To recognize and accept each other's differences, make the teachers more prepared to teach according to various levels and needs, making them more experienced about inclusive education practices. Teacher profile will develop that all children can learn.-Teachers will learn different art therapies at partner schools, they will have deeper experimentation about inclusion and integrate them into the curriculum. Our schools will promote inclusive education through art therapy.Artistic therapies can lead to enhanced self-confidence and self-worth. Inclusion in the art classroom affords many opportunities for social interaction between students with disabilities. Teachers will understand that the classroom environment has the ability to influence student development. These activities provide opportunities for children to feel good about learningfrom one another and to experience the pleasure of togetherness. Togetherness allows the students to feel valued, supported and increases their self-esteem. Students will gain social/behavioral skills and communication. Friendships between disabled and without disabled students, and an unforgettable experience for everyone involved."

BackgroundStories will stand for holistic attitudes to teaching and learning that will provide children's involvement with opulent, authentic material.Stories are an crucial communication instrument for experiential learning because they can safely move participants from their comfort zones to experience something completely innovative.They provide an entire new fantasy world created by language that children can easily access and learn to enjoy, while also gaining language on the way. Moreover, our children need something to boost their creative capacity.The project idea was prepared on the basis of the needs identified at all the partner schools– it aims at helping students to get to be aware of their cultural inheritance and the European cultural inheritance, while also enhancing and discovering their creativity by means of stories.Our students come from different backgrounds - mainstream, minorities, students with SEN, students with behaviorproblems, high achievers and also students from orphanages. The key goal is to create a culture of acceptance and respect among different students and involving them in activities related to stories, they will have a chance to obtain values and principles in a non-threatening environment. The world of stories is a safe, fantastic world without frontiers.ParticipantsThe target group includes 240 students aged 9-12 from all five schools among who there are students with fewer opportunities- at risk of dropping out, Gypsies, abandoned children, students with different disabilities, immigrants, students with integration problems as well as mainstream students.The participating teachers involve English and literature teachers, who will together create the project products, but also teachers of other subjects who will be involved in the organisation of project activities. There will be 5 teachers per country accompanying the students at each meeting. Objectives include:1. involving students to their own learning and motivate them; (minimum 50% of target group)2. developing students' language competences, literacy, critical and creative thinking, personal and social capability;(min. 60% target group)3. developing intracultural and intercultural understanding; (minimum 70%)4. promoting European values and increasing cohesion among European citizens. (measurable by analysing students' and teachers'approaches to other cultures, as described in the post-LTTA discussions)5. creating an atmosphere of non-discrimination and mutual acceptance at each partner school.6. producing sustainable materials to be used on a regular basis at the schools - gathering materials for teachers, set of adjusted materials for SEN students, gathering of stories illustrated by children.ActivitiesItaly - hosting and evaluating C1 , November 2019; creating the project calendars and CDs.Turkey- hosting and evaluating C2, Mar 2020; creating the project website.Macedonia- hosting and evaluating C3, May2020; creating and updating Facebook Fan Page.Romania –hosting and evaluating C4, November2020; creating the logo of the project.Spanish - hosting and evaluating C5, April 2021; creating the eTwinning account.Results and impactThe project website, eTwinning account, Facebook page, calendars, CDs,the initial and final evaluation documents, progress and final reports, dissemination materials, certificates of attendance, Europass certificates, collection of stories from European countries, collection of activities for developing interpretative skills (special activities for SEN students), collection of activities and tasks developing critical thinking skills, collection of creative activities starting from stories around Europe (special activities for SEN students), a map of European story characters stand for the project results.The impact will be noticeable at the level of students (cultural awareness, gaining European values, skills development, acquisition of knowledge, development of school results, self-confidence), teachers (better cultural awareness, improvement of leadership, communication, presentation skills, experience in projects), institutions (improvement of human resources, improved group consistency, positive image).Long-term resultsThe results will be applied at present class work by English teachers and the schools will establish story clubs, where students will work together with their peers, read common stories, discuss them, make relevant artwork. Schools will develop material basis and will gain Erasmus+ management experience, so that they will get a valuable experience to run future projects