Misophonia is a severe and particular form of decreased sound tolerance, and discomfort in the ears or earache, associated with sound exposure. The term “Misophonia” appeared in 2001 for the first time, in a scientific paper by the neuroscientists Margaret M. Jastreboff and Pawel J. Jastreboff. In this paper they distinguished Misophonia from Phonophobia, a well-known sound disorder with psychological origin. Differently from Phonophobia, Misophonia appears to be a disorder at neurological level. At the moment, researches and studies on Misophonia have reached not final but important goals. In 2017, an experimental study carried out by the Institute of Neuroscience at Newcastle University and led by Sukhbinder Kumar (who is a staff's member of the present project), revealed a physical difference in the frontal lobe between the cerebral hemispheres of people with Misophonia, with higher myelination in the grey matter of ventromedial prefrontal cortex. Misophonia causes children, adults and the elderly who are affected by it, to behave in a way to prevent from entering louder environments, and from working and interacting socially.The very first important aspect to be faced when working around Misophonia is that if a large number of people suffer from it (various surveys show that about the 15-20% of people have Misophonia symptoms), only a low percentage of them knows the origin and nature of their suffering. For this reason, the project will carry out an articulated activity about Misophonia-related knowledge: as a disease with severe consequences on a person’s life in school circle (as well as with family members, at work, with friends); and – at the same time – as a condition that can be easily recognized and effectively managed by misophonic people and people living or interacting with them. After the need analysis already conducted by the partnership, the “Misophonia@School” project aims to act at the educational level with two different purposes that appear to be the most relevant now:-- the first, on the very specific school level, by creating a teacher training on-line course and an innovative screening protocol – based on the most recent scientific results and built as a mobile application – with which primary, middle and high school teachers will be able to individuate pupils with Misophonia and to manage their very condition;-- the second, on an ampler students' life level, by diffusing among students' families (and other kinds of educators, sport trainers, etc.) open and scientifically-based knowledge about Misophonia-related issues that can affect various emotional/educational/development processes, through the setting up and running of a European Web Resource Centre on Misophonia and the production of a methodological and scientific handbook.Therefore, the Intellectual Outputs of the project will be:-- IO1: Misophonia Mobile Application. An app for teachers, to be used in classrooms, that will make them able to apply and carry out an innovative screening protocol to individuate students with Misophonia.-- IO2: Misophonia E-learning Course. The e-learning training course for teachers will present all educational, environmental and behavioural strategies to help pupils with Misophonia during their everyday school life.-- IO3: Misophonia Handbook. Methodological and scientific information dealing with the more recent findings on Misophonia and illustrating the innovative screening protocol will be produced and presented.-- IO4: Misophonia Web Resource Centre. Targeted to families and other informal contexts' educators, it will select, collect and organize relevant and scientifically-based open information.The Misophonia@School project will last 36 months and will be implemented by a consortium of ten partners from eight member countries (Italy, Austria, Slovenia, Cyprus, Iceland, Spain, Turkey and Poland). The partnership includes a variety of subjects (health & research centres, schools, organizations active in various educational fields, ICT agencies, publishers), bringing all the specific skills required to reach the project's goals. Due to the very important field of intervention, each partner will use its large network of similar organizations and stakeholders to give emphasis to the diffusion of the project’s contents and results, that will be available in nine languages. During the project, transnational meetings and multiplier events will be held in all participating countries.In Europe, knowledge around Misophonia disease is not sufficiently diffused. Many centres/initiatives were born in various countries, but there are no initiatives to act together at transnational level. Resources and efforts have to be linked in order to reach our goal: for this reason, the Misophonia@School project represents the starting step for the setting up of an educational strategy shared at European level, to face an educational disadvantage that is not rare, but is rarely know.

Auto Highschool from Targoviste has 30 years experience in the field of automotive technician technical skills, automotive technician for high school education, auto mechanic, car painting and installer of technical and sanitary installations and gas for professional education.The Gymnasium in Gorzyce Wielkie is the public school which was founded on the first of September in 1999. But now, from the first September 2017 the Gymnasium is change for Primary School of name Ignacy Ulatowski in Gorzyce Wielkie.Liceo Pasolini is a Scientific High school, meaning that our programmes focus especially on scientific/mathematical subjects.In particular, the school offers two educational curricula: one traditional where Latin is studied together with Maths, Science, Physics, Philosophy, Art, English and the other in applied sciences based on the knowledge of science, Maths, ITC, Physics, English, Art.BAYRAKLI NURİ ATİK MESLEKİ VE TEKNİK ANADOLU LİSESİ is a vocational and technical high(secondary) school is a vocational and technical high(secondary) school. It has 4 buildings including 1 educational building, 2 department building, 1 sports hall and student residence. There are 1000 students and 85 teachers in the school. It has 24 regular classrooms, 15 department classrooms, a science laboratory, a library, a school canteen, a meeting room and a conference room. In addition all classes have interactive white board, internet.The identified institutional needs are:- the high school in Romania is the lack of interest of the students in the study of the sciences. This is due to the low level of students who choose this high school, the traditional methods used by teachers.-the school in Turkey is low attractiveness to science learning and the lack of awareness of the importance of science in training and because of immigrant pupilsThe Italian partner identified the institution's need to use innovative learning and teaching techniques to involve students in scientific disciplines.The Polish partner has determined that the need for the institution is the poor use of experiments in the study of sciences and the predominant use of theoretical methods.The aim of the project is to introduce in the educational practice of partner schools new approaches to integrated science education, to acquire pupils 'skills and learning skills to facilitate understanding of scientific notions and to enhance students' interest in the study of sciences.The objectives are:O1. Improving the quality of scientific lessons, integrating ICT, non-formal methods through cooperation in the European context in the field of education by the end of the project.O2. increasing the graduation rate at the end of the studies and getting a job in the market economy in the next two years.O3. developing social skills, communicating in European languages, mutual knowledge, self-knowledge by participating in European programs.To achieve the objectives, the project team has set up the following activities:O1 - a teacher training activity and will focus on active teaching methods in Italy- presented the education systems and different test models for final evaluation and final cycle exams in Romania- the lab sheets of each partner for scientific experiments, each school of 2 for each science, which must be collected in a brochure to work in Poland.-Supporting scientific experimental lessons.O2 - observation of scientific experiments-creating a dictionary of 20 natural phenomena from all sciences.O3-making projects on the etwinning platform - World Water Day, Environment DayThe participants are science teachers who want to improve, with managerial responsibilities and students aged 13-16.Participation in the European project brings personal, school, community and European changes.Impact on TEACHERS:managerial skills, digital didactics, methodical improvementdidactic creativity in lessons increased interest for European partnerships professional progress at work and at county / national levelself-esteem,The evaluation will be done in two directions: the evaluation of the participants and the evaluation of the project.The evaluation of the project aims at:1-achievement of objectives, activities2-relationship with project partners3-level satisfaction of beneficiaries4 - Selection and preparation of participants5-measurement of the results, disseminationExpected results:- Increasing the quality of education, plus value for the Erasmus + program, appreciating the work of participants in mobility- strengthening the transnational capacity, improving the educational-educational process- implementation of novelty elements in didactic designTANGIBLE RESULTS:-certificates received by the participants: Europass Mobility DocumentINTANGIBLE : -language skills; active citizenship, developed social skills-methods and techniques in the workshop and laboratory, experience of organizing the activity.