<< Background >>Considering troubled political situation in the Middle East and Asia , immigration has grown rapidly in recent years in Turkey and Europe. Therefore, additional tools are needed in order to integrate the immigrants and refugees arriving in Europe. The core of successful integration is language learning, herein, mobile applications are successful educational resources that can be targeted at the immigrants as a large percentage of them are digitally literate and interested in new opportunities in their new countries. In the framework of this project, we focus on establishing a language-learning solution, this enables the refugees/immigrants to study and learn said language and get familiar with the culture and conception of their new country.This mobile application will be ready for download on the application markets free of cost. Our target group will be the immigrants in Turkey and European countries. L@ngu@ges4all smartphone application will provide refugees and immigrants the advantage of learning the native language of the country in advance after the residence permit has been granted. Other immigrants who have already been living and working in their new home country will benefit from the L@ngu@ges4all applications as well. The application will consist of 6 target languages ( Turkish, English, German, Czech, Italian and Bulgarian ) and at least 6 support languages. These languages will be the most widely spoken by the immigrants in each of the partner countries.<< Objectives >>The L@ngu@ges4all phone app will include the subjects that are necessary for the first adaptation in the new country including illustrated vocabulary to facilitate recognition and audio visual content to engage users in innovative ways. The topics will involve country-specific concepts to assist integration in each of the partner countries. Our intention is to generate a free basic language course that is easy and fun to use and can be marketed towards end useres with smart effective and creative forms of dissemination.The major impact of the app on the project partner countries is based on prospect. The impact will be significant on region, nation and European-wide scale.The ratings of the applications on the app markets and amount of downloads will measure the projected impact, and the feedback from users is essential to ongoing improvements. Project L@ngu@ges4all is divided in key phases in order to organize and plan project activities and events, and implement the project outputs. Project meetings and other project management activities are anchored in the phases according to topic, expertise of the partners and goals. General phases of implementation are:Project monitoring and Evaluation Quality Assurance & Evaluation Financial reporting and DisseminationL@ngu@ges4all will also go through the following phases specifically:Intellectual Outputs Multiplier Events Pilot SessionsTransnational meetings and Online meetingsAll 5 project partners have extensive expertise working with projects, both language- and immigrant-related, and all have a large network of contacts that will be utilized.<< Implementation >>Project L@ngu@ges4all is divided in key phases in order to organize and plan project activities and events, and implement the project outputs. Project meetings and other project management activities are anchored in the phases according to topic, expertise of the partners and goals. There will be 4 transnational meetings with all partners in order to reach the previously indicated goals of L@ngu@ges4all. It is very important to discuss the topics such as project management, outputs, activities and budget control on these meetings.-During the first month of the project, the coordinator ARSU Academy from Germany will create the management environment, project management tools, documentation and write the dissemination strategy guidelines.-Partners will get to know each other, delegate the tasks and deadlines, explain the management tools, setup the Facebook group, discuss logos, etc. -The project logo and other branding elements will be created by EUROFORMAZ (IT) by the end of November 2021.-The 1st transnational kick-off meeting will be in Germany in March, 2022. Partners will get to know each other, delegate the tasks and deadlines, explain the management tools, setup the Facebook group, discuss logos etc. Topics that will be discussed will be the division of intellectual outputs will be discussed and leading partners will outline and present their individual efforts to manage the outputs.-The 2nd transnational meeting will be held in Italy in August, 2022. Presentations from the partners outlining progress of the mobile application development, preparations and each partner’s tasks of material creation for the database.-The 3rd transnational meeting will be held in Bulgaria in March, 2023. Presenting the on the completion of the Audio visual content and the partners will present the exercises created to go alongside the animations.-The 4th transnational meeting will be held in Czech Republic in August, 2023. This meeting will focus on the presentation of the Web Portal and Mobile app.-There will be 4 Intellectual Outputs of the project L@ngu@ges4all.* IO1 L@ngu@ges4all - Mobile Phone App (Turkey)* IO2 L@ngu@ges4all - Database (Bulgaria)* I03 L@ngu@ges4all - Web Portal (Czech Republic)* I04 L@ngu@ges4all - Audio Visual Content (Germany)-The project dissemination website created by EDUCADEMY (CZ), will be implemented and translated into partner languages. It will serve as a dissemination tool with information about the project, the downloadable versions of the reports, other project materials and links to the mobile applications on the application markets when those are launched. It will also contain news and other information relevant to the stakeholders.The partners will send the data that they gathered in their countries to ARSU (DE).<< Results >>The strategic partnership offers a synergy of broad experience from 5 countries, making an innovative use of a mobile tool for learning language in Europe. The expected results are to have around 1000-1500 mobile application downloads of all the mobile application language versions in total after one year of the project completion. To reach this number of downloads, the partners will contact refugee centers, immigration, associations dealing with migrants and use social media as a tool for disseminating the apps in addition to the app store, Android/IOS. We expect at least 500 “likes” on the Facebook project page.The desired outcome of L@ngu@ges4all is to provide refugees with a pathway to acquire and improve the necessary language skills to increase their ability to participate in social events and improve their social interaction, thereby integrating into their new environment. Using the smartphone applications created within this project will give them a head start in learning the native language of the country while waiting for their decisions from immigration or after the residence permit has been granted. These applications will also be useful for any other immigrants who have already been living and working in their new home country for some time.

"<< 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."

<< Objectives >>It is wanted to achieve to increase teacher qualifications such as techonology skills which is our priority in the project . We want to achieve the right direction to youngs on Safe internet usage to be healthy digital citizenship.(also it is project motto)To promote social interaction among youngs with activities which determined by preparing the Gantt chart. To provide high lesson motivation through effective use of technology. To get psychologist support how to overcome cyberbullying<< Implementation >>1)Teacher Digital book about web2.0 tools .This Guideline will be created for the teachers and students2)Social interaction modules to deal with absenteeism and antisociable attitudes because of technology addiction 3) A short film about cyberbullying to raise the awareness about the issue.4)Safe Internet leaflet will be implemented on school website and also on eTwinning Project to inform about digital citizenship.The project website is vital to implement all activities will be loaded there<< Results >>We expect to gain experiences by observing and sharing good patterns to each other then to encourage youngs to use techology safely and responsible online behavior .To raise the awareness of protecting and managing personal data.We make them Recognize digital life challenges and how to best approach them. It is expected To have a better mutual understanding and also respect for other cultures. To create a friendly environment To feel responsible for the environment. To exchange cultures.