"""Everyone is Welcome"" is a 24 months' project that is in Ireland coordinating and in partnership of Turkey, Italy, Poland and Romania.Not only in our schools, children around the world are excluded from their schools due to disability, race, language, religion, gender, and poverty. But each child's have the right to be welcomed and included growth, learning, development, going to school; teachers, communities and peers. The students in the background develop socializing, respect and understanding as they play together and learn. When they are deprived of the right to a quality education, they miss the opportunity to become productive and subsciriber adults. The focus of this project is developing a more effective inclusive education program at the international level through the exchange of good practice for students with disabilities or disadvantages in our schools; using art therapies for children with special education students and other behavioral, emotional or psychological problems and placing the inclusive practices into the curriculum.Our objectives are; -To improve opportunities for children with multiple disabilities to learn cognitive, social-emotional.-Increasing awareness of inclusive education, including promoting parental involvement in school.-Ensuring equality, social solidarity and active citizenship among students.- Creating safe and inclusive school environments for students with disabilities, disadvantages and special needs. -To reveal the strengths and abilities of students through art therapy.-To integrate fine arts and art therapy into curriculum to encourage inclusive opportunities,creating interesting lessons for students and give them a chance to work.-To strengthen positive behaviors through art therapy and artwork, helping students to learn important life lessons and social skills that will enable them to develop in all areas of their lives.-Using the fine arts on the European dimension to facilitate the inclusive education, sharing inclusive practices with our partners, gain knowledge and know-how.The target group contains disabled, non-disabled, students from different ethnic backgrounds and excluded by their peers who are between 9- 14 ages. We will use some methodologies such as workshop studies, team work, using ICT tools, collecting data, sharing experience, learning through fine art therapies, seminar, collaboration and working with mixed groups.In total 80 students and 40 teachers will participate to mobilities.We planned art, music, drama, sculpture and dance activities to develop the inclusive education. Expected results are;- The disadvantaged students who are physically, mentally, mentally or socially involved in the arts activities together with other peers, will further support students' progress and achievements and their skills will emerge.-Art therapy will provide an excellent platform to facilitate inclusive learning, encourage collaborative learning, and facilitate inclusive practices because of their inclusiveness.-Involvement in artistic activities will encourage creative expression and communication, as well as reinforce learning, growth and development. For example, when the dance and movement is integrated into the curriculum, the students will be able to use their minds and bodies. The visual arts and sculpture will develop students' problem solving, critical thinking and motor skills; dancing together will develop positive behaviors whilst working in collaboration whatever the differences are.-To recognize and accept each other's differences, make the teachers more prepared to teach according to various levels and needs, making them more experienced about inclusive education practices. Teacher profile will develop that all children can learn.-Teachers will learn different art therapies at partner schools, they will have deeper experimentation about inclusion and integrate them into the curriculum. Our schools will promote inclusive education through art therapy.Artistic therapies can lead to enhanced self-confidence and self-worth. Inclusion in the art classroom affords many opportunities for social interaction between students with disabilities. Teachers will understand that the classroom environment has the ability to influence student development. These activities provide opportunities for children to feel good about learningfrom one another and to experience the pleasure of togetherness. Togetherness allows the students to feel valued, supported and increases their self-esteem. Students will gain social/behavioral skills and communication. Friendships between disabled and without disabled students, and an unforgettable experience for everyone involved."