"There are several million EU citizens with a disability (a term used for adults at post-school level) or with special educational needs (a term used for children at school level). They are one of he largest groups of disadvantaged citizens in the EU. Every ten minutes another parent receives the news that their child is disabled. For parents, raising a child with a disability can cause more daily stress, long-range health problems, feelings of isolation, high levels of stress, increasing in depression than parenting a child without disabilities. They are always lonely, have to work extra to preserve their marriage, worry about dying.When parents learn that their child has a disability or a chronic illness, they begin a journey that takes them into a life that is oftenfilled with strong emotion, difficult choices, interactions with many different professionals and specialists, and an ongoing need forinformation and services. Initially, parents may feel isolated and alone, and not know where to begin their search for information, assistance, understanding, and support.One of the things parents learn when they have a child with special needs is that having a child with special needs is not an after school special, a Lifetime movie, or a very special episode of an otherwise humorous show. It's a whole-life commitment, and generally no one really asks them if they are interested before they sign up. Some people romanticize the notion of having a Child with Special Needs. You can hear the capital letters when they talk. They cock their heads to the side and ask you how you are feeling, how you are doing, how you are holding up all the time. They mean well. They think they are being kind. And they probably have no idea why you've stopped returning their calls. ''SPECIAL PARENTS-SPECIAL KIDS-EQUAL TREATMENT'' project has been developed expressly to respond to the information needs of parents-those who have just learned their child has special needs and those who have lived with this reality for some time but who have reached a transition point where they need new information or renewed support.The project is intended as a source of information and reference for parents who have a child with special needs. The intended and most important message of the stakeholders for the parents of children with special needs is making them feel that 'THEY ARE NOT ALONE!'The main aim of ""SPECIAL PARENTS-SPECIAL KIDS-EQUAL TREATMENT "" project is, the promotion of psycho-social adjustment and to raise the quality of life of the families with children who are at risk of development or disabled by guiding, counseling and training services through ensuring active participation in the education of their children. We think that children benefit most from their education when parents and professionals work together as partners.The consortium of the project consists of 6 different countries: Cyprus, Estonia, Italy, Russia, the United Kingdom and Romania. Our target group was the parents of children with special needs. Each country worked with at least 40 parents (total 240) during the project lifetime. 60 (out of) participants are the people with fewer opportunities.Project Methodology: 6 Work Packages (WP) were implemented during the project lifetime.WP1: Management (UK)WP2: Research and Development (Russia)WP3: Development of Open Educational Resources (Estonia)WP4: Monitoring and Evaluation (Italy) WP5: Testing and Validation (Romania)WP6: Dissemination (Cyprus)Project Outputs: O1: Pedagogical e-Guide for Parents of Children with Special Needs (TR)O2: Mobile Phone Application(ES) Project Multipliers:E1: Seminar (UK)E2: Seminar (Estonia)E3: Seminar (Russia)E4: Seminar (Romania)E5: Seminar (Cyprus)E6: Seminar (Italy) Teaching/Leraning/Training Events:1) Short-term joint staff training events2) Blended mobility of adult learnersImpact of the Project: Parents of children with SEN and people and organisations working for these parents have access to a new innovative tool Pedagogical e-Guide and Mobile-Phone Application which contribute to improve their personal skills and self-confidence.Long-Term Benefits of the Project: In the long run, the project contributes to;- In the future, we will have more informed, talented and more social parents of children with SEN, contributing for a healthier European society."

In the EU during last four decades the disadvantages faced by disabled persons, their social exclusion and discrimination against them have been increasingly perceived to constitute human rights issues, rather than matters to be dealt with exclusively through social welfare measures. It is linked with the call to protect groups with special needs, such as those with disabilities, coupled with target-sensitive laws, policies, programs, mechanisms, personnel, resources, information, education and capacity-building. These are shaped by the need to promote cooperation with key partners, such as the private sector, and genuine participation by the affected groups, including those with disabilities.As in 2019 much remains to be done, however, giving the fact that considerable numbers of refugees who arrived after 2015 migratory crisis suffer from mental issues of various levels.Of utmost importance is to find ways and means to include those with disabilities in the employment and other environments more proactively. Some countries have adopted various affirmative action programs, such as quotas, to ensure some access of those with disabilities to job placements. This is a method of providing temporary preferential treatment to raise the status of those who are less able to access employment opportunities. There is also a need to provide more self-employment opportunities, coupled with access to credit, know-how, marketing skills and support networks. In this context, there are different scales of industry which may have to be covered, ranging from small to medium scale enterprises. There is also a need for incentives to enable employers to ensure more access to those with disabilities. As an example, employers might have access to tax deductions as part of the process of engaging a person with a disability. There could also be various capacity- building facilities, such as training programs, which help both sides to adjust to each other. Employers can be assisted by rewards and prizes for exemplary conduct, and assistance with appropriate technology such as Braille-programmed computer facilities.To achieve the PROJECT OBJECTIVES, the partnership will develop the following specific aims:(a) Improve social inclusion training itineraries existing for people with intellectual disabilities, transforming them into innovative itineraries based on the use of the methodology and resources of cooperative learning, which allow people with intellectual disabilities to be active agent in the teaching and learning process(b)Train the staff responsible for training people with intellectual disabilities to implement cooperative learning methodology, its resources and instruments.6 partners are part of the consortium. It tries to reflect the heterogeneity of the European Union and Russia , this consortium is used to work with the target group of the project. The consortium combines the experience of Esenler Ortopedik Engelliler Dernegi, SHG and NAMOI , working with social enterprises having intellectual disabled employees with the experience of Y4F (coordinator) . The work PSIHO and AMICOS associations of disabled people with considerable experience in the training of their target group. These two entities has no previous experience managing Erasmus+ project, in the case both are new come in ERASMUS+ programme. The distribution of the activities is based on the different fields of expertise from the partners.The seven main ACTIVITIES to be developed by our project are: Development of specific training itinerary in the pre-work competences Development of specific training itinerary in work competences needed to keep a job.Development of specific training itinerary in work competences needed to create self-employment with support. Development of accessible software Training of trainers.Development of pilot tests Implementation of a transnational Blended Mobility of learnersThe MAIN RESULTS :[1] Training contents about pre-work competences in order to get a work placement developed;[2] Training contents about work competences needed to keep a job developed;[3] Training contents about competences for create self-employment with support developed;[4] Accessible software (easy reading and augmented reality) for learning skills for obtaining and maintaining employment or self-employment developed;[5] Video of experiences [6] Prototype of a specific business model;[7] Short-term joint staff training event [8] Blended Mobility [9] Local pilot training sessions [10] local training of trainers events[11] Social Innovation Day for employment[12] International meeting on ICT and people with disabilities [13] International Meeting of Social Entrepreneurship [14] Open doors Day for inclusion and universal accessibility [15] Final Conference held in Spain in order to disseminate and capitalize project final results.

"The need to propose a project is to discuss issues such as the use of drugs among young people and the education to legality starts from some statistical observations conducted by the Department of Pathological Dependencies at the European level that show how the consumption of drugs is constantly increasing. Among all, cannabis remains by far the most widespread narcotic substance, with percentages five times higher than other substances, as well as being the most likely to be used at all ages.The growth in recent years of the consumption of heroin and the fact that minors are greatly increased are also scary in Europe. This is despite the numerous efforts made by the institutions in the area of ​​repression and prevention. To this , is added a shortage of adequately effective and significant prevention training paths.General Objective of the Project is to promote the social inclusion of at-risk groups in education, training and youth activities and encouraging young people's planning and leadership, through the adoption of educational programs based on the approach known in the literature as ""Comprehensive Social Influence"" (CSI) , able to prevent the use of substances among young people.During LTT -C1 partners will share their best practices on substance misuse , In each Transnational meeting we will focus on some identified Best Practices and the period between one meeting and another will be dedicated to testing activities. The testing consists in initiating practical experiments of the BPs identified during the MT and evaluating the learning outcomes obtained and their reliability through external observation and some evaluation tests given to the participants. Specifically, it will have 4 phases: Administration / External observation / Review / Analysis of Impacts / Evaluation.The project includes 6 transnational meetings. Transnational meetings will play a fundamental role. In particular, they will allow the partners to meet physically, therefore know each other better and will have the purpose of providing an overview of the objectives and results achieved , assessing the past period to integrate the results and lessons learned for the following period.Technical meetings will be organized following a professional approach and taking into account the intercultural dimension of the European cooperation project. Furthermore, they will favor possible corrections in the planning of communication in the intervals between the meetings.In general, the first meeting will be dedicated to project management while from the second onwards, after the Training, during each Meeting we will focus on the analysis of specific BEST PRACTCES adopted / or identified by each partner.Target group are ; Youth / peer workers are an important part of youth work in prevention for young people, because they can approach their peers more easily than adult experts., From the project it is expected that the participants increase their awareness of the risk of falling into drug addiction and abuse and of the consequences that this generates. In particular:● To raise awareness of the risks and damages deriving from the use of drugs and to propose them better behaviors and lifestyles in order to avoid such events;● The participants learn the use of drugs as an ""inadequate behavior, to be avoided as it puts at risk their own and the other's health, the psychic and social integrity as a whole"" and transmit them a ""disvalore and not a plus value ""● that the participants become a vehicle for communication with other young people on the risks that the use of drugs can cause;Expected results are : -Support NGOs , youth centers , schools in develop non-formal education for prevention, advocacy and communication interventions aimed at reducing harm related to drug misuse in specific target groups;-Facilitate operational capacity building of the NGOs through information exchange, training, technical assistance, and by promoting international cooperation.-The Project will give youth workers , practical skills and knowledge in enhancing the personal and social competence of young people through the development of Life Skills. This includes the acquisition of situation specific skills and strategies, while addressing values and knowledge relevant to decisions being made about drug use.-The Project will reinforce existing knowledge ,pro-social and healthy skills reduce misinformation , negative attitudes , risky behaviour The Project is pioneering methods of Non-Formal Education with new partners that have the scope, breadth and ability to reach large, new and highly vulnerable audiences. Main result of the project will be the selection and construction of a drug prevention intervention model using a Non-Formal methodology (catalogue / Booklet)"

'' LEARN - FIND-TELL-ACT '' has engaged young people in active citizenship making them positive actors in favour of the social inclusion of migrants .The changes that migration is bringing about in society and lack or wrong information about the phenomenon brought by incorrect media. This makes the people feel insecure and fear, hence they react and make statements (and at times take action) without a real understanding of migration. This is one of the biggest causes of lack of social inclusion and this is what our project has been focusing on.Main objectives of the project were :-To increase participants' awareness of power of media in construction of reality, develop more critical and selective approach to media products and use media tools for creating powerful messages, (18 media videos and 20 media awareness photos where created by participants plus a media campaign on instagram and facebook);-To improve the quality of activities addressing migrant issues and engagement of young people in building more tolerant communities and reflect on new ways of delivering activities that result in improved levels of awareness towards cultural diversity, as well the necessary media skills for better self- and professional development of young people (the participants created professional videos, and photos); -Develop innovative methods for enhancing digital skills of young people from 6 countries, -Promote youths' active citizenship and social entrepreneurship among organizations during 2 years of Project, participants created powerpoint presentation using tools like Pecha Kucha methods and the partnership exchanged knowledge of promoting, marketing and presentation for their organisations. -Improve youth organizations’ capacity to work for/with migrants and refugees, by visiting refugee centers and working with migrants, -Provide opportunity on exchanging experience and expertise in the field of youth migrants and refugees among organisations during 2 years of international cooperation, -Raise awareness about the problems of migrants and refugees, a awareness campain with the participants in Greece was created to create a positive awareness on Migrants, Inclusion and Diversity. The campaign was promoted in Instagram and Fb and concluded with a winning team for the material produced. The total reach of the campaign was over 1000 people which were not involved in the project itself.The main target group were youth 18-22 , from socially disadvantaged backgrounds. At the same time, the benefits of the project stretch beyond the young people who directly participated in the training, because it provided a platform for expression for migrants and refugees in the participating countries and aim to foster tolerance and solidarity between cultures, empowering young Europeans to be active, participative citizens, which is beneficial to the community at large.KOM happened in Italy hosted by our partner Tu F1rst Onlus. We could not make the final meeting in UK due to the pandemic. During the Learning , Teachining , Training activity meetings in Turkey & Greece ,trainings on Digital photography , digital storytelling and online platforms - social media were organized by the experts of partner organizations.After each international training, youth have implemented -peer to peer activities at the local ,in the guidance of youth workers, face to face or via Webinars.They have also followed the bite lessons prepared by these experts. We believe that the tangible outcomes which are likely to be referenced and used long after funding ceases, generating a long-term impact in participating regions and across Europe. Partners and the general public will be able to use learning platform content freely even beyond the project lifetime .They are as follows : A Website where all information about the project has been uploaded .https://learnfindtellact.home.blog/2020/05/27/home/An online platform ( part of the website ) where the bite lessons created by experts from partner organizations are uploaded. https://learnfindtellact.home.blog/category/bite-lessons/The Vlog where the videos /products of peer to peer activities prepared by youth are uploaded : https://learnfindtellact.home.blog/category/vlog/Th '' Media Literacy Education '' Booklet in whic partners have shared their best practices , samples of workshops on media literacy training .https://learnfindtellact.home.blog/2021/01/23/media-literacy-education/ The project has : -Enchanced knowledge and develop awareness about the migration/refugee crisis in Europe and the issues they are facing ; -Strengthened capacity of youth workers and youth organisations in working with/for refugees and migrants. -Improved the participants' digital skills , make them media literates and improve language skills as well , -Boosted active citizenship of the youth of the 21th century skills like problem solving, critical thinking, self-expression , creativity, etc. -Supported the social inclusion of both migrants/efugees and the young participants' of the project as well. .