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.