"BACKGROUND AND NEEDIn many EU27 countries the International Classification of Functioning, Disability and Health (ICF, WHO 2005) is introduced as a common language to describe (special) educational needs. In AT regulations foresee that special educational expertise in school has to be based on ICF (Rundschreiben 23/1, BMB); in CH both the SSG (Schulstandortgespräche) and SAV (Strukturiertes Abklärungsverfahren) use ICF countrywide as common structuring language and WHO qualifier to assess the severity of problems. “A common language” disseminates and exploits recent Erasmus+ tools (www.icfcy-meduse.eu) from the preschool and health into the school sector: Schools in most EU27 seem rarely prepared to use this UN-convention conform and politically required system. By increasing knowledge and competences for professionals in school ICF contributes to high quality skills to address inclusive challenges, to social cohesion and full participation De-stigmatization is supported as parents and pupils (using adapted ICF) are a part of the “team around the child”. ICF is a holistic way to describe abilities and restrictions of a person with a health problem and a category system to assess the needs and eligibility of e.g. support needs in school. In DE the new Law on Participation (Bundesteilhabegesetz) at least for services for persons with disabilities (PwD) oblige the focus on “ICF-participation”. Phoenix (DE) also introduced ICF to plan individual support goals in a team. In MK ICF is generally recommended for teachers (Brochure of Ministry of Education, UNICEF). In TR the potential of ICF to be used as a meta language between diverse sectors is highlighted. In practice the approx. 1400 items describing relevant aspects of education require intensive “on the job” training and availability of tools: Lack in both areas partly explain why school systems are still not adequately prepared. However ICF can increase the quality of schooling-processes within global inclusive strategies by a) bringing together diverse sector perspectives b) providing a common inclusive language and c) match special needs with support resources (Styrian BHG 2004. The focus is on what a pupil is able to do and how the environment is supportive. ICD 10, e.g. focuses on deficits (in MK still called “defects”) and tend to rely on a medical understanding of disability. However at the moment – with exception of CH – no tools for teachers or other professionals in school are available to implement ICF. Innovatively also the parents and the pupils are seen as full members of the “team around the child” to increase empowerment, citizenship and equal participation of all actors. The use of a common inclusive language in school therefore increases the quality of inclusive support as all involved groups within a team (including the parents an d children) use ONE terminology. Recent Erasmus+ www.icfcy-meduse.eu already created training materials and ICT tools focusing on pediatric and preschool services. The use of ICF for teachers (age-group and curriculum issues will be addressed), for school psychologists ( “translation of test-results into ICF codes and qualifiers), of parents (family friendly version of ICF) and of pupils (assessment) are adressed. OBJECTIVES “Common inclusive language” increases key inclusive competences for school professionals by disseminating, adapting and exploiting recent ICF-EU products. ACTIVITIES a) Exploiting and adapting ICF training materials towards the school setting b) Actively involving parents and pupils as fully participating partners by providing them with tools (e.g. self assessment and a family-friendly version for parents) c) “translation” processes of tools for school psychologists (e.g. tests) into ICF-language RESULTS (exploitation of www.icfcy-meduse.eu) O1: Briefing Package ICF in School for teachers ( 4 modules) O2: “Lets use the same language”: Family-friendly ICF-brochure for parents O3: “Let me be part of the team”: ICFself assessment for children with special educational needs (based on previous pilot data with adolescent learners) O4: “ICF Test-translator”: adaptation of ICF “practice translator” to match the results of psychological tests with ICF-items and WHO qualifier. IMPACT Focus on abilities rather than disability Awareness rising, knowledge and use in school systems (teachers, school psychologists etc) as legally required Mainstream into continuos training for teachers, psychologists Full participation of disadvantaged groups Certification towards ""ICF train-the-trainer"" CONSORTIUMMultisectoral and geografical: (PH-ST with 2 Praxisschulen, Phoenix -School DE & SVS Stip, MK), ICF-training center MSH (DE), ICF-research (Dr.Pretis, AT), Association of School Psychologists (AT), developmental specialists (TR), dissemination partner (MK) and parent association (TR) and strategic partners."

Under the impression of the crisis phenomena and the rise of right-wing populist tendencies in the member states of the Union, the understanding of the common values of the EU, the principles of unity and diversity and its social, cultural and historical heritage is becoming increasingly threatened.Studies show that right-wing extremist attitudes are not only to be found in socially disadvantaged, educationally deprived milieus, they are affecting society as a whole.The freedom that democracy has brought us is also confronting us with new challenges. It seems that we European citizens first have to grow into the outer shape and learn new skills that are fundamental for democratic behaviour, such as taking responsibility for oneself and others, having empathic access to oneself and others, being able to think critically and actively participate in society.The project partnership is convinced that these major challenges can be overcome not only by raising people's awareness of the context of the European Union and its social, cultural and historical heritage, but also by enabling people to develop a personal and emotional relationship with European values. Through the approach of basic needs we start from a level where all people are equal. With this new approach, students learn to develop an empathic approach to themselves and to others, and at the same time acquire a critical distance to emotionalising rhetoric. The values and achievements of our democracy are perceived in a new light and understood not only with the head but also with the heart. Civil society engagement and participation arise from enthusiasm for shared values, the importance of which becomes a personal concern.On the basis of the produced materials, students and teachers learn which inner-personal processes lead to action strategies and how these can be designed in a beneficial, future- and public welfare-oriented manner. In working on the topics, the diversity within the classroom should be consciously used to develop an own understanding of democratic values, participation and personal responsibility.Pupils train•social and intercultural competences, engaging in dialogue with others at the level of basic needs•self-empathy and emotion regulation•to distinguish adaptive and maladaptive strategies•to develop adaptive and functional strategies•critical thinking and media competence•civic engagement and participationBenefits•Inclusion by strengthening the shared values and sense of belonging of students and teachers•Reduction of the readiness to use violence through reflection on one's own needs and strategies•Reduction of susceptibility of young people to manipulation, propaganda and fake news.•Activation of young people for active democratic participation.•More young people understand “by the heart” the context of the European Union, in particular with regard to the common values of the EUOutputs:IO1Work materials “Human needs and adaptive and maladaptive strategies to fulfil them”Based on William Glasser's Five Needs and Elements of Nonviolent Communication by Marshall Rosenberg, an experiential-oriented concept will be developed to explore one's own needs and those of others. Pupils learn to distinguish between adaptive and maladaptive strategies to meet their own needs.IO2Short moviesShort movies, produced by pupils, make important historical episodes on the way to democracy tangible by allowing pupils to slip into the perspectives of different people and empathetic with their motivations, needs and choices. IO3Active Citizen Team-Game (ACT-Game)With this cooperative boardgame with interactive online elements, pupils reflect their own basic needs and understand the motives/basic needs of others. Playfully and experience-oriented they train competences for a tolerant and peaceful coexistence as well as active participation in democratic processes.IO4Module Guide for the implementation of the materials in schoolFour online modules for teachers, programmed in a virtual learning environment, describe the use of the learning materials in a lively and practical way, to show possible applications in the classroom, and present further possibilities of lived democracy within the school culture.IO5HEART Online Platform and AppThe platform can be used as a virtual learning environment. Users will be able to find the resources and online modules, participate in learning activities and communicate with other users.The materials can be used at school (secondary level) in the subjects history, social studies, political education, English, arts, ethics, religion, psychology and philosophy.They can also be used in interdisciplinary projects and workshops on democracy, human rights, personality development, social skills media literacy, and similar.Target group:Pupils, teachers, lecturers in teacher training centres and their students

"<< Background >>Inclusion of students with disabilities (SwD) in mainstream education is regarded as a top priority in the national legislations of the partner countries, all of which signatories of international documents promoting inclusion (the UN Convention on the Rights of the Child, the Convention on the Rights of Persons with Disability, the Universal Declaration of Human Rights, the UNESCO Salamanca Statement). The documents require the States Parties to ensure that children with disabilities are not excluded from free and compulsory primary education. However, significant differences are detected between the legal provisions and the circumstances. Also, inclusion rates differ not only among countries, but also among regions/states: in AT they range from 50 to 95%, in DE from 26 to 83%, in TR 68% inclusion nationally. There are no official data for MK, except that 0.4% of the children enrolled in regular primary schools in 19/20 had some type of disability. In 2001, the WHO published the International Classification of Functioning, Disability and Health (ICF), focusing on a functional understanding of health. ICF offers an ability-based, interacting and holistic view of SwD in diverse settings. As a non-stigmatising meta-language, it increases participation, goal-oriented planning for teachers, full participation of the “team around the family"", and transparency of interventions.National education systems are not always fully prepared for mainstream inclusion, so GAPS between the future strategy and the status quo are visible. In its Education Strategy 2018-2025, the government of North Macedonia sets increasing and improving inclusion in education as a priority, but also recognizes a lack of capacity: lack of mechanisms; discriminatory attitudes among parents, teachers, and peers; educators’ lack of competences; scarcity of didactic materials, resources and aids; insufficient no. of related professionals (spec. educators, psychologists, assistants). Teachers report lack of concrete methodologies concerning team-work and didactic processes for ALL children. Necessary exchange processes with other relevant sectors (health/social) are challenging due to different professional description systems.The participating organisations have sufficient knowledge, skills, and experience in inclusion, ICF, and education of students with disabilities, so they feel the obligation and the need to contribute to fostering inclusion and increasing quality of education for all children. The project goal is to increase the quality of education by increased participation goal-orientation and enhances inclusion and equity; it creates synergies between different sectors related to education of SwD by introducing ICF and providing team teaching methodsThe project addresses the NEEDS to:- Address the developmental situation of SwD in a common language for all;- Cooperate in relevant teams at school (with other teachers in the team and other professionals in the “team around the family”);- Apply diverse teaching methods to provide inclusive education<< Objectives >>The partners in the project ""Inclusion-Friendly Classroom: The ICF as a Problem Solving Tool for the Team around the Child in Educational Settings"" have set the GOAL to increase the quality of education by increased participation goal-orientation and enhance inclusion and equity. The consortium creates synergies between different sectors related to education of students/pupils with disabilities (SwD) by introducing ICF and providing team teaching methods. The OBJECTIVES towards achieving the goal of the project are:1. To enhance the skills of educators towards a COMMON ability-based and participation-focused language by using ICF;2. To increase (participation) goal orientation and inclusiveness in the classroom by means of an ICF evaluation tool; 3. To increase team work in the “team around the family”4. To promote inclusion by facilitating teaching processes based on reflective self-learning of teachers.<< Implementation >>Sharing expertise and validated experience on team teaching, the Partners jointly design the results (see: www.icf-school.eu or Pretis, 2020), pilot them, and share results through multiplier events (linked to needs). The usability of the outcomes is validated by external steering groups. Based on strategic partnerships (support letters by the Macedonian Ministry of Education and Science and the Board of Education Styria - Austria , teacher network - 3 model regions of inclusion in AT, Corum RAM Guidance and Research Centre of the MoE in TR) tools are prepared to be mainstreamed for ALL schools.<< Results >>Addressing the needs of the target groups - educational staff in primary and preschool institutions (teachers, special teachers, teaching assistants, rehabilitators, therapists), but also parents, administration, policy makers and SwD, the project is expected to result in:- Increased communication and exchange concerning children with disabilities, and increased efficiency of teaching processes by using a common language in school and participation goal orientation.- Increased inclusive teaching competences and increased (participation-)goal orientation as a key factor of meaningful (school and preschool) support, achieved by use of the provided methodological tools and guidance.Three project products (outcomes) have been plan as tools towards achieving the project goal and objectives:Project result 1: “ICF Inclusion Checklist” – a tool for educators, including parents, to evaluate inclusive acting in the classroom and functionally describe the student’s health situation and his/her education support needs;Project result 2: “Participation Goal Incubator” - a guide which provides concrete self-guided teacher training on how to create ICF-based meaningful participation goals based on functional descriptions with and for students with disabilities; and Project result 3: “Teachers-Teamwork-Toolkit” – a toolkit providing team-teaching methodologies to help teachers cooperate and coordinate classroom activities in the “team around the family”.The positive impact of the project results includes:1) Participation goal orientation in school is increased based on the number of users. 2) Teachers act more inclusively in the classroom: using the ICF tools increase inclusive thinking of teachers and increase outcome orientation by using the WHO classifiers. 3) Team-teaching processes are evidence-oriented and improve team coordination/cooperation. Teachers benefit from concrete didactic tools and didactic support methods for ALL children.4) Using the ICF-based goal setting tools the individual match between goals and necessary teachings strategies for ALL students in classrooms therefore will be increased. On classroom level this will be measured by selected focus groups with SwD or parents."

WAVE-IT: Working Academics Value Excellence for International Teachers, starts of a bottom-up process of the implementation of 21st Century Competencies and Skills, focused on entrepreneurial, connective and the reflective practitioner in teacher education and schools.Looking for the capabilities and capacities of the children of today and the needs for tomorrow. Defining the competence and skills of a European Teacher and defining criteria for primary and secondary schools and their teachers on entrepreneurship and reflective teaching. A European teacher has to be prepared for the future and should have a more global vision on education. WAVE-IT is a strategic project within the European Teacher network (www.european-teachers.eu).Context/background WAVE-IT builds on a strong relationship with partner institutes and a good relationship with high-motivated teachers of primary and secondary schools, which became members of the European Teacher network. Collaboration during projects and reflection on activities are the keys in the learning processes within the European Teacher network. Saxion, university of applied education in the Netherlands, coordinates the network. WAVE-IT objectives:1: Development of didactical strategies for entrepreneurial and connective teaching and education.2: Development of critical thinking strategies to support reflective practice through collaboration and communication between teachers, learners, and academics.3: Implementation of entrepreneurial and reflective competencies and skills in teacher education.4: Implementation of the strategies to the education of children with higher increased learning support (refugees, socially excluded, with special learning needs).Number and profile of participants The partners of WAVE-IT are 4 institutes of teacher education and one participating primary/low secondary school. All institutes have chosen a forerunner school in their region, out of members of the European Teacher network. Participants are researchers, teachers of educational institutes, teachers of primary and secondary schools, students and technicians.ActivitiesThe participants work together on Intellectual outputs:• IO1: interactive resource: a set of practical recommendations and learning interventions to promote teacher entrepreneurship in primary and secondary schools and in teacher education. • IO2 interactive resource: adaptive teacher training material to support reflective practice through collaboration and communication between teachers, learners, ​and academics.The participants organize: • 1 in-service course for teachers and • 1 intensive programme higher education learners.MethodologyWAVE-IT uses the structure of the facilities of the European Teacher network: • Organization: coordination, advisory board, evaluation, secretarial financial and technical support, • Communication: web site and newsletter, Facebook, Linked in, e-books and the Moodle system for online courses and• Labs for new activities on the European Teacher learning materials and courses.WAVE-IT strengthens the role of the national groups of the European Teacher network as disseminators. WAVE-IT develops an: • In-service course for teachers: the reflective practitioner (implementation of 21st Century education in primary and secondary schools,• Intensive course for students: Teachers4Future.ResultsWAVE-IT strengthens the profile of teaching professions by the development of 21st Century Skills, focused on entrepreneurship and reflective teaching. WAVE-IT develops practical recommendations for promoting teacher entrepreneurship through online collaboration and communication between teachers, students, researchers, ​and technicians. WAVE-IT enhances teachers’ reflective practice by means of developing adaptive teacher training material that capitalizes on the strengths of video-mediated reflection and feedback. WAVE-IT will operationalize strategies for entrepreneurial and reflective teaching in order for teachers to be able to monitor and reflect on the extent to which they engage in these effectual practices. The digital platform (for example smartphones or tablets) will be developed that allow teachers to report on the strategies for entrepreneurial and reflective teaching that occur in the context of their everyday teaching.ImpactTeacher education institutes profit from working together with the schools and from working with each other in a transnational environment. Students and teachers of primary and secondary schools are participants in labs to develop together with teacher educators and researchers/specialists, learning strategies for 21st Century Skills and 2020 skills for teacher education and primary and secondary schools. The process of collaborative working is embedded in a professional continuum of teacher profession.

"<< Objectives >>The “Int.. Classification of Functionning, Disability and Health“ (ICF) enabled a bio-psycho-social, ability based and non-stigmatizing approach, focusing on „participation“. ICF is included in regulations of additional support needs in most EU27; implementation in schools is still pending. Only assessing bodies (SPF-Gutachter, DMs) learnt about ICF in HLGs (Styria and NÖ) and pilot regions. For Inclusive and mainstream teachers (planning and performing support) a knowledge/skill gap is bridged<< Implementation >>1 After the tool-development pilots are performed in AT (pre-/inservice teacher training and Praxisschulen), in MK (School administration) and TR. 2 Together with BDs (Stmk, NÖ, W) and PHs, 5 ICF-assessment centers in MK, expert networks in TR outcomes are dissminated.3 Mainstreaming: 15-20% of inclusive teachers in AT are reached, in NÖ existing electronic Förderplan is amended. MK School Administration ensures mainstream in the Central region. RAM (TR) reaches 4000 teachers within trainings.<< Results >>1) ICF-support-plan: (anonymous) online tool for inclusive and mainstream teachers to plan and perform additional educational support (based on ICF-categories and participation goals). This ""plan"" is linked to1a: training modules previous Erasmus+ projects in AT, DE, MK, UNICEF (BG, TR)1b: ICF Best practice-expert-plans from previous projects1c: FAQ to provide target specific answers for teachers1d: Link to indepth-tools from recent Erasmus+ (www.icfcy-meduse.eu, www.icf-school.eu, ""I am”)"