1. PROJECT: SIROCCO Portugal Spain Italy England Turkey Estonia “This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

2. Staff How important is it for you as a teacher to be trained on: The most debated and relevant issues in development psychology (%).

3. Staff How important is it for you as a teacher to be trained on: Factors leading to school dropout and bullying (%).

4. Staff How important is it for you as a teacher to be trained on: Clinical aspects of different types of diseases and difficulties, from which our students might be suffering (%).

5. Staff How important is it for you as a teacher to be trained on: The most effective tools we may employ in order to make an accurate needs analysis of our students' learning needs, wants, wishes (%).

6. Staff How important is it for you as a teacher to be trained on: Knowledge and use of strategies for motivation and the improvement of basic skills (%).

7. Staff How important is it for you as a teacher to be trained on: Knowledge and tools for the development of an individualized teaching plan which takes into account students’ different learning styles (%).

8. Staff How important is it for you as a teacher to be trained on: Knowledge about group dynamics and conflict management (%).

9. Staff How important is it for you as a teacher to be trained on: Knowledge of inclusive teaching methods and action strategies for the integration of students with SEN (%).

10. Staff How important is it for you as a teacher to be trained on: Effective strategies to improve mediation and cooperation with families (%).

11. Staff How important is it for you as a teacher to be trained on: New approaches to educational planning (%).

12. Staff How important is it for you as a teacher to be trained on: How to make a Life Plan out of an Individual Education Plan (%).

13. Staff How important is it for you as a teacher to be trained on: Laws and regulations on integration into school and job placement of people with disabilities (%).

14. Staff How important is it for you as a teacher to be trained on: How to carry out systematic schemes of social and work orientation (%).

15. Staff How important is it for you as a teacher to be trained on: Knowledge and use of special needs equipment, used by and for the disabled, either at school or at work (%).

16. Staff How important is it for you as a teacher to be trained on: Information about all facilities in the area which may prove to be useful for the orientation and the job placement of students (%).

17. Staff How important is it for you as a teacher to be trained on: Development of students’ inner qualities, such as: assertiveness, resilience, tolerance to frustration, etc., which may be useful for their professional future (%).

18. Staff How important is it for you as a teacher to be trained on: Development of professional key competencies (managing competence, self-efficacy, achievement orientation etc.) (%).

19. Staff What sort of training course would you prefer? (%)

20. Students Evaluating Students’ Motivation Are you interested in learning about new cultures? (%) Evaluating Students’ Motivation Are you interested in learning about new cultures? (%)

21. Students Evaluating Students’ Motivation Are you interested in making new foreign friends? (%) Evaluating Students’ Motivation Are you interested in making new foreign friends? (%)

22. Students Evaluating Students’ Motivation Do you expect to be more aware of the differences and similarities between people? (%) Evaluating Students’ Motivation Do you expect to be more aware of the differences and similarities between people? (%)

23. Students Evaluating Students’ Motivation Do you expect to become more tolerant, respect diversity as well as different opinions? (%) Evaluating Students’ Motivation Do you expect to become more tolerant, respect diversity as well as different opinions? (%)

24. Students Evaluating Students’ Motivation Do you expect to share new experiences and new ideas? (%) Evaluating Students’ Motivation Do you expect to share new experiences and new ideas? (%)

25. Students Evaluating Students’ Motivation Do you want to improve your knowledge of English? (%) Evaluating Students’ Motivation Do you want to improve your knowledge of English? (%)

26. Students Evaluating Students’ Motivation Are you interested in acquiring new skills? (%) Evaluating Students’ Motivation Are you interested in acquiring new skills? (%)

27. Students Evaluating Students’ Motivation Do you expect to learn new approaches and methodologies on the subject of the project? (%) Evaluating Students’ Motivation Do you expect to learn new approaches and methodologies on the subject of the project? (%)

28. Students Evaluating Students’ Motivation Do you expect to improve your ICT skills? (%) Evaluating Students’ Motivation Do you expect to improve your ICT skills? (%)

29. Students Evaluating Students’ Motivation Do you want to improve your communication skills? (%) Evaluating Students’ Motivation Do you want to improve your communication skills? (%)

30. Students Evaluating Students’ Motivation Do you want to participate in project meetings abroad? Evaluating Students’ Motivation Do you want to participate in project meetings abroad?

31. Students Evaluating Students’ Motivation Do you prefer to work alone? (%) Evaluating Students’ Motivation Do you prefer to work alone? (%)

32. Students Evaluating Students’ Motivation Would you like to be a member of a team? (%) Evaluating Students’ Motivation Would you like to be a member of a team? (%)

33. Students Evaluating Students’ Motivation Do you feel this project is useful for you? (%) Evaluating Students’ Motivation Do you feel this project is useful for you? (%)

34. Students Evaluating Students’ Motivation Do you consider this project as a teachers’ project or a students’ project? (%) Evaluating Students’ Motivation Do you consider this project as a teachers’ project or a students’ project? (%)

35. Students Personal Information Which of the following social competencies do you think you have? (you can tick more than one choice) (%). Personal Information Which of the following social competencies do you think you have? (you can tick more than one choice) (%). EstoniaItalyPortugalEnglandSpainTurkey Working with mechanical or technological equipment and tools; 45,920,50,080,044,040,0 Working outdoors;44,357,550,047,540,074,8 Working with numbers and making calculations;23,012,345,042,518,036,2 Doing precision works;19,711,022%25,014,025,7 Using your ability of persuasion for working;21,315,116,012,512,031,9 Doing creative activities;39,331,534,257,522,044,3 Writing literary works;26,211,024,830,08,033,8 Dancing and acting;32,832,963,580,014,040,0 Working with music;54,127,465,172,532,070,0 Working for supporting people.36,149,345,285,028,059,0

36. Students Personal Information Give your order of importance to the following values that are at the basis of everyday life (%). Personal Information Give your order of importance to the following values that are at the basis of everyday life (%). EstoniaItalyPortugalEnglandSpainTurkey 1family 2friendship lovefriendship 3love moneyfriendshipeducation 4 loveeducationlove 5 being esteemed and respected by others; money being esteemed and respected by others; money 6 being esteemed and respected by others; moneyeducationmoney being esteemed and respected by others;

37. Students Personal Information Give your order of importance to the following values that regulate your attitude at work (%). Personal Information Give your order of importance to the following values that regulate your attitude at work (%). EstoniaItalyPortugalEnglandSpainTurkey 1 Opportunity to learn new things; Being helpful to others; Being responsible for and committed to your job. Being helpful to others; 2 Being accepted by others; Being helpful to others; Using creativity and inventiveness Opportunity to learn new things; 3 Being helpful to others; Being responsible for and committed to your job. Being accepted by others; Being responsible for and committed to your job. 4 Being accepted by others; Being helpful to others; Being responsible for and committed to your job. Being helpful to others; Being accepted by others; 5 Using creativity and inventiveness; Being responsible for and committed to your job. Using creativity and inventiveness; Performing easy tasks. 6 Performing easy tasks Performing easy tasks. Using creativity and inventiveness;

38. Students My idea about an inclusive school Diversity is an important learning resource (%). My idea about an inclusive school Diversity is an important learning resource (%).

39. Students My idea about an inclusive school I think there should be students from different cultures at school (%). My idea about an inclusive school I think there should be students from different cultures at school (%).

40. Students My idea about an inclusive school A teacher should bear in mind personal differences among their students before assessing them (%). My idea about an inclusive school A teacher should bear in mind personal differences among their students before assessing them (%).

41. Students My idea about an inclusive school When I am in trouble I like counting on my schoolmates (%). My idea about an inclusive school When I am in trouble I like counting on my schoolmates (%).

42. Students My idea about an inclusive school I usually offer my help when my schoolmates are in trouble(%). My idea about an inclusive school I usually offer my help when my schoolmates are in trouble(%).

43. Students My idea about an inclusive school I like helping my teachers if they need support (%). My idea about an inclusive school I like helping my teachers if they need support (%).

44. Students My idea about an inclusive school It is fair to treat disabled people with respect (%). My idea about an inclusive school It is fair to treat disabled people with respect (%).

45. Students My idea about an inclusive school Ill-behaving students must be expelled from school (%). My idea about an inclusive school Ill-behaving students must be expelled from school (%).

46. Students My idea about an inclusive school I like being engaged in group works (%). My idea about an inclusive school I like being engaged in group works (%).

47. Students My idea about an inclusive school I think teachers should encourage all students to give their best at school (%). My idea about an inclusive school I think teachers should encourage all students to give their best at school (%).

48. Students What are your expectations about the activities held within the Comenius programme? (tick one or more options) (%). EstoniaItalyPortugalEnglandSpainTurkey Learning to recognize and appreciate everyone's personal and cultural identity; 54,1-57,206662,4 Discover my skills and my talents in order to be able to maximize them; 60,7-65,006879,5 The opportunity to develop co-operative skills; 41,0-45,403285,2 Broadening my social acquaintances;37,7-006252,9 The opportunity to go abroad and get to know different cultures; 52,5-76,31008283,8 The opportunity to speak English.75,4-96,209096,2

49. Trainning needs Trainning Needs Portugal Spain Estonia Italy England Turkey Total ADHD (Attention Deficit and Hyperactivity Disorder) XX-X - 3 Resolution / Conflict Management in the Classroom X-XX- 3 Autism -XX- 2 Learning Disabilities X-X - 2 Conflict management X- X- 2 ICT for the Disabled [Magickey Jaws, Board Maker, Intellipicks] XX- - 2 SEAL – Social emotional aspects of learning XX- - 2 Pedagogical Differentiation Strategies X - X- 2 Citizenship Education X- X- 2 Bullying X-X - 2 Dyslexia -X - 1 Asperger's Syndrome - X- 1 Fetal alcohol syndrome X - - 1 Group dynamics X- - 1 Assessment and Programming in Special Education X - - 1 Addictions -X - 1 Specific teaching X- - 1 Indiscipline in the Classroom -X - 1 Prevention of risk behaviors -X - 1 Training of personal and social skills -X - 1 Performance Evaluation, Coordination and Promotion of ICT and Transdisciplinary Projects X - - 1 Communication and print - X- 1