MORE INCLUSIVE SCHOOL

English, this language is taught by traditional methods, our students learn to write, to read and translate but they have difficulty in the interactive stage. The schools of the partnership, try to give a great impulse to the students participating in European projects. We applied for this project to give them the opportunity to practice English in a real context, implementing their interactive skills. Furthermore , as the cooperation happened mainly through web tools, we wanted to develop in the students those skills that they will need in a future approach in the labour market. Last, through the experience, we wanted that the students find different channels where to address their interests, so to tackle learning disadvantage and early school leaving. We wanted, for the first time, to talk about inclusion, working inclusivity in education in our schools, and including SEN' s students, in order to give them more quality learning environments, but also on welcoming and caring schools and classrooms.

We wanted to promote the student's cultural knowledge which includes the awareness of local, national and European cultural heritage . We wanted to make them live experiences and emotions, to promote their personal attitudes where ICT and Web 2.0 tools would help the peer collaboration along the development of the project. We wanted to consolidate their knowledge of common values, civic engagement and participation. One of the main goals of this project is the use of the Holistic approach that recognizes the social, emotional and physical needs of students and not simply their academic and cognitive ones. And the principle of Equality and non-discrimination, which recognize that different groups may need additional supports in a respectful ambience free of prejudice.

We implemented several activities as planed at the beginning: starting from the web 2.0 tools training for teachers and students during the first mobility in Turkey. The focus was on remote collaboration tools, presentation tools, classroom tools as Flip Quiz, Padlet, TodayMeet, tools for poster and videos. Then, we started to prepare ( in distance cooperation) an inclusive concert to be held during the mobility in Italy. All the partners had agree about the songs for the concert and started to rehearse a group of students, including some of them with special educational needs. The third main activity was a drama performance held during the last mobility, in Portugal. The partner groups started some months in advance to prepare the play received by the coordinator country. The performance was acted in English but also in Portuguese ( language of the hosting country). In this way, our students could realize that communication is possible also through different ways of languages to express their feelings. Students had some tasks as icebreaker to interact with others, so they prepared different kind of ppt and videos to present their own countries, traditions, cultures and preserve and share European Cultural Heritage.

1- Training course for teachers and students 2- Concert 3- Drama performance 4 - Website (https://moreinclusiveschools.webnode.com.tr/) 5- Booklet about how to deal with special education needs students. The intangible outputs of our project are that participant teachers had the opportunity to see the education systems of partner countries and integrate their good practices into their curricula. Students gained the ability to recognize different cultures and use English as a common language in daily life. They learned to respect cultural differences and express their own cultures. Through interactive drama, they gained the ability to express their ideas accurately and learned to respect different opinions and realize that n