First day, the first meeting was arranged with all participant teachers in Tallinn. Then they visited Estonian Musuem of Natural History. During the visit the teachers had an exprience of interactive workshop, to do excercises in group, discuss the obtained methods. After that, they created some materials for SEN students.

Second day, after warm welcome by the headmaster, participants took part in icebreaking activity. 2 students lead a tour around the hosting school. Olga ZUKOVA and Polina KRİNOVOY showed a power point presentation about education system and special education applications in Estonia. Diana MARKOVA and Tatjana VARKKİ led a music workshop with participant teachers and students used musical insturements. After lunch, Kadriye Şimşek and Mehlika Gürel from Beldibi Sıtkı Zaralı Primary School worked with SEN students using creative drama elements. “Fusing-mosaic” workshop was held in Gagarin Center for participant teachers and SEN students. After that all participants visited Narva Castle by a guide to get familiar with history of city and local people.

Third day Mükerrem ORTAAKARSU and Elçin KAYA from Marmarsi Halit Narin VET School held an art therapy workshop. While the students were expressing themselve with art, the partcipant teachers were observing the activity and had an opportunity interact and collabrate with others. In the afternoon Rasa KUPRYTE and Inga NAVICKIENE from Lithuania held a forum theatre activity with Narva SEN students. After that Chrysoula FANTZIKOU, Georgia KOLLINIATI and Roumpini DAFNI from Greek School made a creative drama workshop about sharing fears. Katia CANCELA, Francisca PEREIRA from Portugal lead creative drama workshop including body percussion and improvisation. In the evening participant teacher attend a trip to Narva-Joesuu an excursion with a guide to have better understanding of the historical details of the area.

Fourth day the team visited the related organisation – Porkuni School in Rakvere. Teachers had a tour around the school, saw good posibilities for studying for students with modarate and severe intellectual disability.The teachers from Porkuni School shared their experience of working methods and effective study environment.

To add to the web page and twinspace, students were asked qualitative evaluation questions about the activities and videos were recorded. We held the last meeting with all participants and agreed about the next mobility in Lithuania. We evaulated this LTT, and wrote the LTT report. We finished the LTT with Certificate Ceremony.

With this LTT activity; contributed to the development of an inclusive education model by involving special education students in social activities with their peers.Self-esteem and social recognition are strengthened by encouraging students to express themselves. Teachers learned new techniques by experiencing and observing them. Each participant kept reports to ensure integration into the normal activities of the involved schools.

In this activity, special education students participated in 5 different activities including ceramics, rhythm, painting, forum theater and art therapy. They had the opportunity to express themselves with art. Creative drama is a process in which individuals can recognize themselves, feelings, understand their needs, interact with other individuals, and develop empathy. Special education students participating in the workshops could understand themselves and their emotions at a cognitive level with creative drama, but they had the opportunity to express their feelings and dreams without using the language with ceramic, painting and rhythm studies. General activity studies carried out in this project were carried to students with teachers participating in the mobility with this LTT event. This was a great experience for special education students with communication problems. During the LTT activities, evaluation videos of special education students were taken and shared on the eTwinning portal by considering e-security.

Participating teachers observed on-site how creative drama, rhythm and art work in the host school's special education students. By participating in the creative drama and rhythm teacher workshop, they personally experienced the technique and learned more about it. In addition, teachers got to know the education model of the host country and gained a wider perspective on special education and training methods. It enabled teachers and institutions to have enriching and converging experiences at an international level, improving the vision of teachers and institutions. Participation in this activity increased national and transnational recognition of host and other partner institutions.