"European societies are diverse, and so happens inside the educational institutions where there are increasing needs of inclusion. In our schools it has been perceived that making changes in the use of spaces and methodologies may lead to a better response of these needs. Our project is proposed as an integrating experience of different cultures, languages and curriculum areas. All these aspects favour multilingualism as the foundation of union in diversity. Four educational institutions and their need to favour spaces for inclusion are involved in it:IES Maria Moliner (Spain), coordinator institution, 492 students . There are some linguistic, cultural, educational and social needs that require attention and educational changes. We have an ""Open Classroom"" with 8 students with special learning needs that are educated by two teachers and a social educator. These students are included in ordinary groups for some subjects in some occasions.Skoerping Skole (Denmark) primary and lower secondary school, placed in the biggest Danish forest, gives unique opportunities regarding working outdoors. It has 794 students, 65 of them attend the department of special needs.Tallina Teknikagümnaasium (Estonia) 700 students, aged 7 to 19, member of the worldwide network of UNESCO Associated School, part of the Eco-Schools and the Baltic Sea projects. The school has an active sport-life. They have students with special needs who are attended at different levels.AE Madeira Torres (Portugal) is a school cluster with 2,963 students, 247 of their students have special learning needs and some of them attend 3 learning units for pupils with autism spectrum disorder, served by 6 teachers and 7 assistants, sometimes they are integrated in ordinary classrooms.This project will focus on the management of indoor, outdoor and surrounding spaces, because the main objective will be to achieve a physical transformation of the available spaces if possible, or transform them with innovative uses and methodologies that favour inclusion. We also want to create a student environment where the student will be able to identify itself as a main character in the educational community. The student should be autonomous to be able to create empathy with its partners and offer its help in whatever situation he/she may face and in its own daily life.We propose activities of:- Reflection : "" How inclusive we are?"", "" European way"", "" Here and There""...Our students will carry out activities with partners who face similar situations and needs and will find the strategies to find some solutions for their institutions needs-Design and creation of inclusive spaces: "" STEAM Corner"" : This section will be the box of artistic creation in which inclusion is always present and the space to learn design software to be used in activities during the mobility. We will create a photo contest with the title ' Spaces and Inclusion' . This graphic content will be useful to carry out awareness on inclusion in the surrounding spaces. With a selection of twelve photos a calendar of year 2022 will be edited.-""Sustainable spaces"" With this activity each school will carry out team activities where they will study what we are doing in our surrounding places against climate change, working with the 17 sustainable development goals to transform our world set by UN. This survey will be included in the section STEAM of the magazine, being the main tool of dissemination of the project and it is very important to check that is updated regularly and shared by all schools through the platform eTwinning. ETwinning Myspace will be used for publishing.We are planning to use eTwinning in the three stages of our project.We will begin using it for introduction and team working between pupils of four participants.In addition, to follow up the project, a digital interactive magazine wil be inserted during all the project in which we can see its development and improvement. As an example, we will create a photo contest with the title ' Spaces and Inclusion' . This graphic content will be useful to carry out awareness on inclusion in the surrounding spaces.The impact of the project is aimed to be towards 3 levels: students, educative institutions and local community.The longer term benefits will permit the whole educative community ( school, family, environment, town...) a more effective teaching approach, core curriculum improvement, more accurate Intercultural perspective of our school, motivation improvement, favour the inclusive learning, the improvement to manage indoor and outdoor spaces, self-esteem improvement and the fight against school failure.In terms of mobilities (three per institution) this project will involve 72 students and 24 teachers (18 students and 6 teachers per mobility). There is an agreement with the other schools about hosting the students at other students’ homes, so the budget for the mobilities will cover this important number of participants"

Moving and Learning Outside (MLO) was an international action-research project that aimed at promoting the practice of outdoor education through a play-based and physical activity approach in preschools.The knowledge and scientific background about cultural differences regarding the approach to preschool learning processes between Northern and Southern European countries were the starting points to devise this project. In Northern countries, the preschool curriculum and practice are predominantly based in play and child led strategies, in which autonomy and the contact with natural environments are privileged. While in the South, the pedagogical practices are strongly defined by the pursuit of academic success and standardized adult led processes, which privilege indoor sitting activities to foster the learning of writing, reading and counting skills.Therefore, the underlying motivation behind the MLO project was to devise a set of practical tools that could be useful to change this paradigm, in order for children in preschools to use the outdoor as a place where they can learn and develop through outdoor play, autonomy, independent movement, contact with nature and their communities.The project involved 7 partners, from 5 countries, working as an organism where each part contributed to the whole, having a specific role. (1) The educational community- children as main actors, parents as informants, educators and caretakers as participating observers - kindergartens Naba from Estonia, Matije Gupca from Croatia, and Conquinha, Agrupamento de Escolas Madeira Torres, from Portugal, and the ONG Payzontas, from Greece. (2) The investigators who analyzed all results and transformed them in new practices and guidelines - Faculdade de Motricidade Humana, University of Lisbon, from Portugal and Queen Maud University College of Early Childhood Education, from Norway. (3) Local policy maker and disseminator actor – Torres Vedras Municipality, who allowed the results to reach schools, teachers, local community, parents, children and other stakeholders. The participants were selected based on the objectives of the project: preschool education, physical activity, play.The objectives were: -Drawing changes on the perceptions of policy makers, teachers, caretakers and parents on the possibilities of the outdoor as a rich and valuable environment for preschool children’s learning, development and well-being.-Improving pedagogical competences of preschool teachers and caretakers working with children in the outdoor environment, adopting physical activity and play based strategies.They were achieved through the implementation of different activities and tasks involving children, preschool staff members, parents and municipality staff:-Initial assessment: to enable the partners to make an initial diagnosis of the opportunities and perceptions regarding outdoor play in each preschool;-Create a Teacher’s Training Resources Pack (Output 1): that would empower teachers and caretakers with the knowledge and skills to implement a set of practices to enhance children’s physical activity and play in the outdoors.-Devise a set of 12 activities (Didactic-pedagogical Resources Pack for Teachers and Caretakers) based on the initial assessments to promote children’s physical, motor, social, emotional and cognitive development in the outdoors (Output 2).-Finally, define Outdoor Activities Guidelines and Recommendations for Preschool Education are presented (Output 3) to be made accessible online to researchers, teachers, practitioners, play advocates, organizations, municipalities, policy-makers and other relevant stakeholders who have an interest in promoting children’s outdoor play in educational settings.The creation of these 3 Outputs met the common purpose of changing adult perception regarding the benefits of outdoor play, making it possible to execute by anyone who wants to provide training for teacher and caretakers, foster a change of mentality in parents and in preschool staff and promote play-based and physical activity in preschools.It is possible to say that the participation level and quality of work carried out exceeded the initial level of expectations. The awareness of teachers/staff, parents and local community for the importance of outdoor play became an important discussion which will certainly continue in the futureMLO contributed to empower teachers, caretakers and educators to transform their daily practice with children, providing the preschool and staff with the necessary tools, skills and competences to improve and promote playing outdoor, allowing a change of mentality and paradigm in this matter and promoting a better and healthier lifestyle for the children, thus contributing to: 1) help preventing early school leaving, (2) improving children’s future academic results and (3) changing behaviors and adopting healthier life styles.