Boosting the artistic skills of students with special educational needs by offering them a creative atmosphere is the main aim of this project. While making decisions on our furniture, meal, music, attire, drink, or self-expression ways, actually, the pre-perceptions we have been exposed to until now are affecting these decisions. Improving the quality of life is not only related to budgetary standards but also depends on the natural choices of a person who is nourished by art. Why can't a special person cook and serve a delightful late gourmet feast? Why a minimalist art installation can’t belong to one with down syndrome? How about modern art on sculptures or murals? Or even sarcastic minimalist atonal music? While the arrangement of an artwork is set on the desired form, occasionally certain parts include accidental sections to seek complicity according to particular generic directives, or sometimes this complicity may become the fundamental goal.Having a unique name, ARTHERA is creative and also integrative with its artistic approach since art implies creativity, and creativity is the future itself. Youths should be engaged in arts throughout their lives to enrich their emotional and professional growth for art has solid therapeutic efficiency in our system. It can not only adjust breathing and normotension, and also it boosts self-respect, empathy, self-expression, self-exploration, and strength of space and time coordinating skills, as well as neural and intellectual maturity. It is a miraculous path to evolve inclusion and forge social links between students, particularly students with dyslexia, down syndrome, autism, and learning difficulties.Furthermore, our project has a PR activity on the school communities, which aims to reach ones who are mostly wasting their real potential by consuming their most valued hours on TV or social media, mini-games, and even drugs. These barriers they are not aware, are enough to push, especially youths to awry ways during the crucial periods of their lives, and this leads people in the market to spend their potentials for nothing rather than becoming skilled labor. Non-attendant teens in arts or sports during their critical periods can not be creative or efficient for skilled labor in the future.Boosting the hand skills of students with SEN will not only strengthen their minor&major muscle progress but also forge a marvelous consciousness about intellectual disability via relevant school events. The students will hand out some encouraging knowledge on how to survive healthily such as nutrition, social habits, and the barriers that obstruct real potential for a satisfactory success. Special students will inform others about the varied inhibitive of individuals through PR activities in hosting partners’ schoolyards with the disability-based NGOs. They will increase awareness on the topics by some leaflets, which are cut as masks with eye holes, to ensure a special look at the world with the perspective of teens with SEN. Instead of highlighting ‘Disability’ as a topic, emphasizing a problem, we name as ‘self-barriers’ (a typical term for this project) for anyone will provide tremendous visibility to ARTHERA tag and to its aim, which is also to broaden the rights of disabled. This is a fundamental reformist act for these rights.Each art thematic mobility includes 5 Days program with 3 students with Special Educational Needs (aged 15 - 21) and 3 teachers for each partner:Art Thematic Mobilities:• Music in Croatia• Drama in Spain• Dance in Turkey• Sculpture in Estonia• Paint in Lithuania• Design in ItalyARTHERA also has a unique operation program in advance, thanks to its diversified mobility points including some major centers and some rural areas in Europe. With a perfect leap, super cool teens will succeed in performing artistic and cross-cultural cooperation. The success will promote to heighten the essential synergy to prosper in any field of existence for any member of the community, despite disadvantages.Like in our schools, special education ought to be centered on self-care and academic skills with social activities such as arts, sports and socialization based on an active citizenship basis. Also as mentioned in the EU Disability Strategy, Education and Training, Accessibility, Equality, Participation, Health, Employment, Social Protection, and External Activity clauses show us that we are still in a distance to disseminate the most effective cure models(!) for the communities to foster the disability rights worldwide and to maintain the fact that disability is a very part of our societies. This is why our project should be operated internationally and not only based on this partnership's demands. Our overall goal is to empower all stakeholders in promoting social rights and recovery in order to sustainably change mentalities and practices and ensure the well-being of people with psychosocial, physical, mental, or cognitive disabilities.

This project was created from the need of schools from six different countries to give their partners the ability to improve the competencies of teachers working with students with special educational needs aged 10-14 in the School and Pre-school Complex in Szemud and in partner schools. The project lasted for almost three years (34months).In the context of the cooperation of schools from six different countries, all partners tried to envision and create a school that everyone fits in, without exclusions, with an acceptance of diversity. This Erasmus project demonstrated the importance of educating students through innovative programs and the need for their contact with informal learning environments. Interaction with stakeholders of the wider educational community enabled the solution of common problems plaguing young people internationally. Thus, students with humanitarian values ​​and critical thinking aim to become responsible citizens who respect diversity and are able to meet the challenges and difficulties of life.One of the main aims of the project is to increase the competence of teachers through the exchange of experiences, methods and ways of working with students about SEN. In addition, the project stimulated all the partners to make use of the ICT tools of communication and teaching, so as to improve their competence in this area. The project was dedicated for the students with fewer opportunities. This was the chance for students and teachers with SEN. The project theme “SEN '' has brought together schools from Romania, Sweden, Turkey, Lithuania, Greece and Poland. We have organised six training events for teachers (as short –term mobilities). The subject of the workshops were: -How to boost the self-esteem of a SEN student? ; -Modern methods in education - iPad as facility for SEN students with seminar about dyslexia; -Effective work with gifted students - Training on Integration of Intelligent Games to the Classrooms;- Facilitators of a student-centered e-learning process; -Applying Emotional Intelligence and Empathy in class to improve SEN students' social skills and learning -The identification and management of emotional expression of students with SEN during different activities. Advantages for students - they have found out : How to live with dysfunctions and have no problems? by taking part in workshops. There was a local event in every partner school. The subject matter has concerned: establishing weak and strong points (SWOT analysis), defining your learning style, study planning, prioritising school material, verifying a learning progress, the opportunity to receive support at school, your rights at school, learning aids, free apps, computer programs facilitating learning and memorising material, etc. Thanks to workshops they now know how to cope with their dysfunctions and obtain better results. The project has benefited the staff of each school and the community. School staff has become acquainted with new teaching methods, tools, pedagogical approaches to learn and apply, while the community will arise opportunities for the fight against diversity and the promotion of the social inclusion and integration of SEN population. We have got inspired by working with educators and trainers from other countries and added an international dimension to our organization. And all our colleagues benefited as well. The final products have assured the quality of the project, such as google surveys, a calendar with photos connected with our project activities, and brochures about the project. The most important product for us is an e-book with scenarios of didactic classes for pupils with SEN aged 10-14 using ICT and innovative methods to activate selected subjects in native languages of schools participating in the project and in English. The lesson plans and elements of the project will be used during didactic classes on particular subjects in future.

<< Background >>We applied for funding under the Erasmus+ program to establish cooperation with schools from Lithuania, Greece, and expand collaboration with a school from Poland, focusing on developing learning competencies for individuals with special educational needs, especially students with intellectual disabilities and autism. The project addressed key needs such as creating an international support network, exchanging experiences and good practices in working with students, and developing new methods to motivate them to learn. Thanks to the project, students facing social and economic barriers had the opportunity to participate in international exchanges, enhancing their communication and social skills. The teaching staff gained experience in implementing international projects, which allowed for better tailoring of educational activities to the individual needs of students. The project contributed to the social inclusion of students, breaking stereotypes and enabling equal access to educational activities that would otherwise be inaccessible to them.<< Objectives >>Through the implementation of the project, we aimed to achieve several objectives that would contribute to the development of competencies for both the participants and the staff supporting students with special educational needs. The first goal was to develop a detailed action plan, considering the risks associated with student participation in international exchanges, as well as ensuring the safe and effective implementation of the project in the subsequent stages. We aimed to increase students' motivation to learn, which was to be achieved through participation in international visits, exchange of experiences, and practical exposure to different cultures. An important outcome was also the exchange of good practices between teachers and caregivers from different countries, as well as an increase in knowledge regarding the organization of international trips and workshops. Through these activities, we aimed to improve the quality of education and support for students, while introducing new, effective methods of communication.<< Implementation >>The project successfully carried out all the planned activities, namely:Preparatory visit to Greece Greek social skills training Preparatory visit to Poland Polish social skills training Preparatory visit to Lithuania Lithuanian social skills training The project included international activities aimed at developing students' social skills and exchanging experiences between schools from Poland, Lithuania, and Greece. The preparatory visits involved staff workshops, during which the course of the project activities was planned, the locations where students would stay were reviewed, and potential risks related to the project were discussed. The goal of these meetings was to establish a solid foundation for further cooperation.Activities between project visits and methods of collaboration in creating results: Between visits, participants and coordinators from the three countries maintained contact via email, Zoom, etc. During these activities, educational materials, lesson plans, and examples of good practices were exchanged. The outcomes of the groups' work were consulted and refined as part of the international cooperation, which allowed for the inclusion of diverse cultural and educational perspectives.<< Results >>The following outcomes were achieved:1. A toolset for working with individuals with combined intellectual disabilities, particularly autism. This was developed through the exchange of experiences and good practices (among teachers, caregivers, and students) and includes new teaching methods: a) Lesson plans and educational workshop scenarios (3 scenarios from Partners in Greece, Lithuania, Poland) b) Social skills development programs (3 programs) c) Methods supporting social inclusion (3 documents) d) Training scenarios for teachers and caregivers (3 scenarios)2. Reports from visits to the countries participating in the project (3 reports).Soft outcomes: 1. Increased motivation of participants to learn and the discovery of new motivational factors (verified through interviews with teachers and parents). 2. Improved learning skills and social competencies of participants (verified through interviews). 3. Social inclusion of students, combating discrimination, promoting equality through students with disabilities participating in travel. 4. Increased knowledge of coordinators about international projects. 5. Increased knowledge of participants about the countries involved in the project, includin