First day, the first meeting was arranged with all participant teachers. Mükerrem Ortaakarsu briefed about education system and special education applications in Turkey. Elçin Kaya and Aslıhan Keskin Çakı informed the other participants about their schools and students. Bahattin Yaşin informed about workshops in this LTT. After lunch all participants went Sıtkı Zaralı Primary School. Kadriye Şimşek lead creative drama workshop with all teachers. Participant teachers observed on-site how creative drama worked in special education students of the host school and gained experience by participating in creative drama workshop.
Second day, Katia Cancela and Isabel RESENDE from Portugal lead seramic workshop with special educational needs students at seramic studio in Datça. The result of this effectiveness is to promote and develop the creative potential of students' physical and psychic functionality. Arternoon, Rasa KUPRYTE and Inga NAVICKIENE from Lithuania worked forum theathre with SEN students in Sıtkı Zaralı Primary School. The students were both spectators and actors. The student who wished for a different solution of the problem went on stage and role play in a different solution.
Third day, Rhtym and art threaphy workshop was held by Suna Kantar Topal, Elçin Kaya and Mükerrem Ortaakarsu with all participants and SEN students in Halit Narin High School in the morning. Participating teachers observed on-site how the host school studied rhythm in special education students and had experience by participating in the rhythm workshop. Afternoon In the afternoon, Olga Zukova and Maria SONİNA from Estonia held an art workshop for special education students as a group work. Painting work was done with watercolor paper. While students expressed themselves with a work, they had the opportunity to interact and collaborate with others.
Fourth day, Chrysoula FANTZİKOU and Efpraxia ADAMOPOULOU Greece made the art therapy workshop with SEN students in Halit Narin. This method allowed for a safe,non-threatening alternative communicating option that helped the students develop and work on areas of difficulty due to their disabilities.
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. We evaulated this LTT, talked about next mobilities, 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 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.