<< Objectives >>Starting from the idea of social marginalization of people with disabilities and from the accentuation of these conditions due to the pandemic with COVID-19, we set out to develop a project that would contribute to the educational process of children with disabilities, who currently have limited access to Learning activities because teaching them online is a real challenge for both teachers and students with SEN.<< Implementation >>That is why we set out to develop an e-learning platform for parents with children with disabilities in which to include methods and techniques of working with the disabled child by addressing several work techniques: Montessori, ABA and PECS. With the help of the platform we will reach a large number of parents who will develop their skills and abilities in the instructive-educational and recovery process for their own children.<< Results >>Our project is a specialized support provided to parents who have children with disabilities in a negative period for all mankind due to the pandemic generated by COVID-19.By developing a learning tool based on technology - e-learning platform we will contribute to the development of new digital and pedagogical skills of adults, so that in the end they will be able to continue the therapeutic act in the family environment. 5 modules about Methods and techniques for parents.

"LiterED is a Strategic Partnership in the field of Youth aimed at promoting social inclusion of this particularly vulnerable set of targets. During the 24 months of cooperation, the consortium will share sharing, develop and spread good practices and tools- made available and made usable across countries and sectors by operators working to promote social inclusion of this particularly vulnerable set of targets.- LiterED addresses the identified priority and challenges by devising a synergy between the realms of experiential learning (participative, hands-on education) and youth work for surveying and identify the educational needs of youth targets in all partner countries to collect, develop, sharing and spreading tools and best practices enhancing the professional profiles and service quality of operators working with ultimate project target groups across sectors and countries in an empowerment-centered perspective.LiterED is consistent with the priorities set forth by the European Youth Strategy related to:- Encouraging a cross-sector approach to address exclusion in areas such as education, employment and social inclusion.- Realising the full potential of youth work as a means of inclusionLiterED will include the following activities during the 24 months:- Cross-national and cross-sectoral research on good practices of educational support to dyslexic youngsters.- Exchange of good practices in transnational meetings.- Production and testing of a learning format fostering youth operators' capacities to enhance soft/transversal skills in dyslexic youngsters through Non-Formal Education and practical learning.- Production of Reports outlining the existing state of the art in good practices across sectors.Project's methodology is systematized and can be explained into the following activities:1- Exchange and research of Good Practices in educational support of young people affected by Dyslexia in the NGO and stakeholder sectors in each partner country and at the wider European level.2-Processing of Good Practices research into an educational format based on Non-Formal Education methods, complemented by scientific understanding and tools of Psychology/Speech Therapy.3-LiterED Guide.4-Dissemination of resultsAlso, Veseligas attistibas skola will be the leading organisation with the help of partner organisations, which they will arrange project's thematic committees in the frame of Kick-off meeting to ease the control of all steps of the project.Project Committees will be the following:1- Steering Committee2- Monitoring Committee3- Financial Committee4- Conflict Resolution CommitteeA total of 4 Transnational Meetings will be implemented wherein partners will discuss and decide on specific aspects of the cooperation. In these meetings, there will be 2 representatives from each organisation (8 in total per meeting).As the results of the project LiterED, this listed progress will be achieved:-Sharing and collection of national and European good practices in the field of educational support to dyslexic youngsters in the NGO field as well as in stakeholder institutions (Schools, special educational institutions, psychology experts' associations, employment agencies).-Providing youth operators from partner organizations with understanding and methodologies on how to properly develop educational programmes for the empowerment and upskilling of dyslexic youths.-Production of learning outputs.This result will be achieved through the following sub-deliveries: ""The Literacy of Inclusion Guide""LiterED results and activities to be maintained after the end of the project will be the following so the long-term benefits as follows:1- A set of Reports detailing the existing landscape of good practices in the field of educational support to dyslexic youngsters."

"According to the latest statistics, one person in 6 is a person with deficiency in Europe. Referring to the young population, over 15 million young people with different types of disabilities are found at European level. According to the statistics of the European Strategy 2010-2020, it is estimated that 80 million people have a disability.Often people with disabilities face different difficulties of psychosocial integration, they can hardly adapt to social, professional and economic life.Our project aims to develop innovative tools to help develop personal autonomy and integrate young people with disabilities into work.Main objective of the project:Developing the personal autonomy of young people with disabilities through the formation of new skills and abilities using technology.Project objectives:1. Create a non-formal education program with the help of the technology (the program can be downloaded from any smartphone and will be used with virtual glasses) - aiming at developing the personal autonomy of young people with disabilities for social and professional integration them.2. Creating a video guide through which we present and provide concrete examples of domestic activities and professional activities.Number and profile of participants:In order to test and validate the non-formal education program, each partner country will select 15 young people with disabilities (medium or low level disabilities) who will participate in activities since the initial phase of the project.We also estimate that about 3,000 beneficiaries will be involved in project activities and profile institutions and other stakeholders will have easy access to project products thanks to Erasmus.As our project develops a technology-based educational program, we aim to involve high-school students studying computer science, aiming at their involvement in the testing and implementation phases of the technology-based program, being an opportunity for these students to improve their skills and competences in the field of technology and also to know the benefits of the Erasmus program.Teachers / psychologists - they will contribute to the development of non-formal education in special schools and will also have the opportunity to make international exchanges of experience.Project activities:A1. CONFERENCE to launch the project;A2. Arrangement of ""ERASMUS CORNER"";A3. Organizing a contest to create the logo of the project;A4. Together we will celebrate the International Youth Day;A5. Artistic self-expression activities;A6. Sport activities;A7. Together we celebrate the ""International Day of Handicap"";A8. Fun activities with the help of technology;A9. Organizing a visit to inclusive education centers;A10. Social interaction activities;A11. Together we celebrate ERASMUS DAY;A12. Let's start - WIN THE CRUISE;A13. Group therapy activities;A14. Organization of the seminar ""Together for the future, inclusion, youth"".MANAGEMENT PRINCIPLESIMPLEMENTATION OF THE PROJECT DEVELOPMENT PLAN:* signing of the financing contract and familiarization with the financial regulation;* the project coordinator will prepare the interim / final reports on time to be sent to the agency;* the consortium will set the purpose and objectives of the transnational meetings;* Establishment of risk plans, dissemination and sustainability of the project;* establishing development strategies for the non-formal education program;* strategies for implementing project activities.The expected results within this project are as follows:* developing new methods and techniques regarding the personal autonomy of young people with deficiencies;* development of non-formal education;* developing a stimulating framework for learning;* social and professional integration of young people with disabilities;* formation of personal autonomy and self-management;* exchange of good practices;* developing collaborative relationships and developing new partnerships at European level;The consortium is made up of 4 partners from 3 European countries.Our project is a European passport for the beneficiaries of European countries, but also for young people from a non-EU country who - along with others - will have the opportunity to discover what it means to be a European citizen and the facilities offered through European funds (Erasmus Plus). The European Passport for People with Disabilities will contribute to their educational and integrative process.Sustainability: The results of the project will be exploited in inclusive education centers and special schools, as - together with managers of special education institutions - we will develop an optional course where it will be used"

"<< Background >>Disabled individuals are at the forefront of disadvantaged groups facing many difficulties in social, business, educational life. However, sexual education is one of the most important problems that are overlooked from the most basic problems of disabled people. The concept of sexuality that individuals who are in the process of healthy development due to external factors such as various prejudices and socio-cultural values, learn outside the educational environment in an unofficial way becomes a much more difficult subject when it comes to disabled individuals. However, there is a need for sexuality education that includes specific learning/teaching methods and techniques appropriate to their learning competence so that disabled people can positively behave in the social integration process, protect themselves from possible sexual violence and health risks, and find the sexual identity of disabled people. Therefore, Persons who will play a key role in education should adopt the complementary role of each other, rather than seeing the responsibilities of parents, and school partnerships on sexuality education, and be creating alternatives to each other. According to the UNFPA World Population 2014 report, every year 91 thousand daughters giving birth and 1 in 3 of marriages are composed of girls under 18 years of age and in this ratio ""Around 68% of girls with developmental and intellectual disabilities are at risk of exposure to sexual violence before the age of 18"". In the other mean, Children with disabilities are 3.4 times more likely to be sexually abused than their non-disabled peers. P4I is designed to develop a sexual education model/methodology for mentally disabled individuals. Each activity that constitutes the project content will provide coordinated work of educators/guidance specialists and disabled families, which are the main actors in sexuality education.All the partners in the project have common problems and needs. All of them work with the adults aged 30-80, especially disabled adults, migrants, women facing social and economic problems. In terms of economic status, most adults have low standard of living, low income, dependence on social welfare system. Some of them are in a precarious or unsatisfactory and frustrating private, educational and professional situation. In addition, some of them have physical or sensory disabilities and a chronical health problem. They are mostly disadvantageous adults living in a remote, rural and disadvantaged area. Therefore, this project will contribute to our organisations and our adult members a lot in terms of many aspects. It will;* contribute in personal development of adults to ensure their active participation to civil society life, * inform adults about local, national and international opportunities in adult trainings, * introduce different cultures to adults in order them to achieve an understanding, * provide a space for adults to develop projects for civil society area, * encourage adults to take part in youth related decision-making mechanisms in Europe, * contribute in personal and physical development of disadvantageous adult learners, * provide leisure time activities using sports as a tool,* ensure adults to blend in with different cultures on local, national and international platforms by using sports as a bonding tool which comes from its universal nature.The expected impacts of the project on the participants, the organization and the target groups are enhancing equal access for disadvantageous adults to high quality education and training, developing adult work and other non-formal learning opportunities, providing better links between formal education and non-formal learning, improving the transition between education and training and the labour market and reducing violence on women, migrants and disabled adults.<< Objectives >>When the educational systems of partner countries in the project are examined, it has been found that sexuality education for mentally handicapped people is ignored due to external factors such as socio-cultural factors, community structure or prejudices, and there are no training programs applied in the official educational environment. In fact, families have a key role in providing sexuality education to their disabled children in the study that named the families attitudes to sexual education for mentally disabled individuals. Another finding in the study is that parents who have a key role have insufficient knowledge about sexual education and that the majority of the families (62.4%) have carried sexuality education function to teachers.In Germany, the country report on sexual education in individuals with learning disabilities it stated there are no education programs for mentally disabled persons and but only informing activities for disabled families are done. Romania, Turkey, Spain and Italy also don’t provide sexual education for people with mentally disabled individuals, also stated that it is not the responsibility of any institution or organization for this duty only workshops and informational activities are carried out in these countries. In Romania country report, similar findings have been found. However, it has been stated that sexual education programs for disabled persons should be implemented in official educational settings in the context of the World Health Organization Sexuality Program Development Action and that disabled families should be included in the educational process during the implementation of education programs (Family Assisted Education Programs). It is necessary to develop the professional, guidance and knowledge levels of these educating teachers and their learning abilities of mentally disabled individuals and socio-cultural pressures are taken into account. Therefore, innovative features that distinguish P4I project from other projects;*To ensure the coordinated work of the actor who played a key role in sexuality education of the mentally disabled individuals,*Supporting to develop Professional competencies of educators and education of families of disabled individuals through ICT-based innovative learning tools,*Supporting mentally disabled individuals with visual learning tools in accordance with their learning competencies,*Including the collaborative sexual education modüler programs into the official education system as an educational model.Therefore, P4I Project has an innovative approach while in the broader framework across Europe from the side of general purpose, specific objectives, the scope of the target mass, the support of national and international social inclusion policies, the protection of health in the disabled, the support of lifelong learning, the provision of equal conditions for everyone with access to education, the implementation of innovative and ICT based education. The other innovative aspect of P4I is supporting the Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. It emphasizes inclusion and equity as laying foundations for quality education and learning. SDG 4 also calls for building and upgrading education facilities that are child-, disability-, and gender-sensitive and for providing safe, non-violent, inclusive and effective learning environments for all.<< Implementation >>The consortium established with 5 countries under the coordination of ARSU Academy (DE). P4I project consists of 3 intellectual outputs and several sub-outputs that will meet the determined needs.IO-1-Needs analysis and Benchmark report; The needs analysis studies and the Benchmark report will form the basis of the sexual education model for the mentally disabled individuals and will be the compass that determines the route map of the project. Determining best practices across partners will help to identify the socio-cultural point of view of the sexuality education model and to determine the most appropriate methodology to be used within the education model.IO-2- Sexual Education Model Learning/Teaching Toolkit; The toolkit consists of 3 different modules for the main actors of sexual education. A) For special education teachers/Guidance teachers/Sub-Teachers, B) For parents of mentally disabled individuals, C) Visual training tool for mentally disabled individuals. IO-3-E-Learning Platform and mobile app; E-Learning Platform and mobile app user audience will be special education teachers/Guidance teachers/ Sub-teachers and parents of mentally disabled individuals. In order; -to develop the professional skills and teaching methods related to sexuality education of the trainers through web based distance education method, -to improve the competence of the parents for the development of effective communication skills between the family and the child,-to ensure that the information about the sexual education which was learned in the official learning environment by mentally disabled individuals and has been supported by knowledge by the family in the home environment.By effective dissemination of sexual education model across Europe and through raising awareness prejudices about sexuality education will be removed. The level of sexual health will improve, and the level of abuse against disabled people will decrease by increasing the level of education and awareness through sexual education. Will contribute to the achievement of the objectives related to the development of professional competences, social inclusion, the right to access education/training stated in EC, WHO, Erasmus +, UnCRpD, European Agenda for Adult Learning, Education 2030, UN SDG and the European Disability strategies'.Each activity of the project to address the problems mentioned, P4I Project activities, intellectual outputs and sub-outputs will eventually ensure the establishing sexual education model for people with disabilities to provide gap closure within the education systems of the partner countries, will enable the key actors to move in coordination to complement each other. In the general framework of P4I project will support the realization of international organizations’ goals such as; EC, WHO, Erasmus+, UNCRPD, European Agenda for Adult Learning, Education 2030, UN SDG (Healthy Individuals, 4. Qualified Education, 5. Gender Equality, Partnerships for Objectives) and other international organizations. With collaborative-based methodology, qualified outputs will be obtained by the contributions of all partners and effective dissemination activities and collaboration with stakeholders on the different level will create awareness at the grassroots level and ensure that preliminary judgments are broken.By effective dissemination of sexual education model across Europe and through raising awareness prejudices about sexuality education will be removed. The level of sexual health will improve, and the level of abuse against disabled people will decrease by increasing the level of education and awareness through sexual education.Will contribute to the achievement of the objectives related to the development of Professional competences, social inclusion, the right to access education/training stated in EC, WHO, Erasmus +, UnCRpD, European Agenda for Adult Learning, Education 2030, UN SDG and the European Disability strategies'.<< Results >>The expected results in the P4I project implementation process are the achievements of the outputs and the target acquired as a result of the activities carried out under each intellectual output.IO-1 Needs assessment and Benchmarking report will encourage cooperation among countries, and provide opportunities for innovative and good practice in the field of special education between countries. IO-1 has 2 different sub-outputs. 2 different attitude scales and Benchmarking report for trainees and parents.IO-1.1. The results obtained from the attitude scales will provide the determination of the attitudes and values of educators and parents regarding sexuality education for the disabled, the examination of the family and general environmental factors and will create the database for the diagnosing of the educational needs of the disabled.IO-1.2. The results obtained of the attitude scales (the results of 5 countries) and the identification of the best practices will be collected in Benchmarking report to determine the structure, content, socio-cultural differences, and the starting point of the training model building process for the model of sexuality education for mentally disabled individuals.IO-2 Teaching/Learning toolkits (For teachers, parents and disabled people): Teacher training module will support the teachers' professional development on teaching methodology and professional background about sexual education for mentally disabled individuals.The training module for parents will be prepared for supporting the parents to give information about their children needs, to answer their questions on sexuality to support effective communication between parents and their children). The visual training tool for mentally disabled individuals will support the self-learning activities from the safe source, which will ensure that the official education environment and will support lessons learned about sexuality from the formal learning environment and in the family. The modules of sexuality education prepared for the training of special education teachers, guidance teachers and for families of mentally disabled individuals will be transferred to E-Learning platform. The e-learning platform will provide individual, independent learning and mass education that will reduce the expenditure on education of the trainers and the education of the families that are not in the education system and will provide equal opportunities for re-inclusion and education. It will support the professional development of educator/guidance specialists working with individuals with mental disabilities by creating multiplier effects and the use of ICT-based innovative methods and tools in education. It will provide an opportunity to communicate effectively among educators of partner countries. Mobile application optimization of the e-learning platform will play a leading role in project sustainability will enable moved out of formal learning environment accessibility of education without time, space, resource limitation.The expected impacts in the medium term; Parents, teachers, and actors who play a key role in education will adopt the complementary role of each other, rather than seeing their responsibilities as sexual education and creating alternatives to each other. The Professional qualifications and the ability to use ICT tools of key target groups will develop. The sexual education model will be used in formal learning environments and will ensure that mentally disabled individuals are protected from possible sexual violence and health risks and will support the disabled individual to find their sexual identity. Long-term expected effects; With qualified project outcomes and effective dissemination activities, it will ensure the identification of teachers and family oriented sexual education and policies for the disabled and sexual education model for people with disabilities will be transferred to the formal educational environment."

There is a serious exclusion in the workplace towards people who have a disability, such as autism spectrum disorder. Therefore, the ASPALI team of professionals thought of creating an alternative, through a system that respects the pace of learning and improves the employability of these people, offering them, not only to contribute to society, but new opportunities in their lives that allow them to feel more fulfilled. As a collective with the capacity to work, they must seek to channel the full potential of people with Asperger Syndrome, specializing in tasks that fit their profile, and in which they stand out for their qualities. In addition, it is considered important to incorporate continuous training to be updated in the field of new technologies, sector where the demand for employment grows. Despite high unemployment, there are a number of essential characteristics that define ASD people. They are elements of great value in the workplace, and that is an advantage for the development of certain jobs (Howlin et al., 2004). For example, traits such as meticulousness, focus on what motivates them, attention to details, honesty, analytical thinking, creativity, preference for routine, memory, good skills in mechanical and repetitive tasks that require A high level of concentration makes people with ASD excellent candidates for positions that require tasks related to detail and rescission.On the other hand, you generally have to work and train with these people, all those social skills involved, not only in the acquisition of a job, but in the maintenance of this. The conventions and social norms in the works, the hierarchy, the time in the breaks, the management of conflicts, resolution of problems, personal image, as it is the relation with the companions ... etc., But also, how to carry out searches of effective work, or how to pass a job interview.Among the elements that make access to employment difficult for people with ASD, apart from their individual characteristics, they include:-The lack of superior training adequate to the characteristics and the way of learning of the ASD people.-School bullying and the social demands of higher educational contexts that favor absenteeism and demotivation.-The difficulty of overcoming job interviews or trial periods, either by not taking into account the characteristics of the ASD people, or by the lack of adequate support or guidance in the performance of new tasks.-The lack of specific programs and resources to promote employment in ASD-The problems in recognizing disability.Therefore, ASPALI together with AIJU, ALP, SCP and IIAPHS will design and develop a platform that will contain an application for mobile, and a Virtual Reality scenario. This proposal and the work of this consortium will be seen in the results that will be generated during the 26 months of duration.First, an ACTION GUIDE FOR THE WORK SEARCH will be generated. In this guide information will be compiled about what companies are looking for when hiring new personnel, what to put in the curriculum, types of job interviews, techniques and methods that can be used, etc. This guide will be fundamental for the achievement of the work in WOTICS.Secondly, the WOTICS APPLICATION will be carried out: it will be an easy access application, where through chatbots, scenarios and situations that we create, the user, in this case children with autism spectrum syndrome (ASD), will be able to deal with complicated situations when looking for a job, or when dealing with real situations that are difficult for them to solve.And finally, WOTICS VIRTUAL will be created, in which it is intended to create a scenario with Virtual Reality, where you have to face a first day of work, with new colleagues, with people in charge, with tasks to perform, etc., and where users will be able to prepare and train for a real situation.The benefit that we hope to achieve is to improve the employment statistics with respect to the ASD people that we currently have. The aim is to empower the group, useful training for real contexts, create an adapted, careful, innovative, motivating learning modality that respects the learning and understanding needs of ASD people. On the other hand, encourage companies to take into account the neurodiversity in their selection processes to create inclusive processes that take into account the values ​​and the adjustment to the posts. In summary, favor the overcoming of personnel selection processes in the ASD population and their labor inclusion through innovative learning.