With this project;Manisa Guidance and Research Center (GRC) staff in particular, including,Special Education Teachers working in GRC and Psychological Counselor/Guidance Teachers, teachers working in the field of Special Education, parents of disabled individuals, in all districts, a total of 3,042 disabled students in order to overcome the problems related to sexual development is aimed to make training and Information Studies.As part of the development of sexual changes and developments, especially in the transition to adolescence manifests itself. Sexual problems that are transmitted to us both by families of adolescents with mental disabilities applied to our institution and that are seen in the social life that we observe from time to time during the diagnosis process and the social activities that they participate in and in the home life are attracting attention. In adolescents with mental retardation, the concept of special zone is not fully seated, in social environments, special areas of touch or others, inappropriate speech, such as contact is often faced with situations. In addition, this behavior makes individuals with special education more vulnerable to abuse poses another important danger. In such cases, the lack of sufficient theoretical and practical knowledge to properly inform and direct the disabled individual and his / her family leads to inadequate solutions to the problems experienced. Therefore, the purpose of this project is to educate the educators working in our institution who are at the beginning of the process with the diagnosis of specially trained individuals on sexual education of mentally handicapped individuals in adolescence and to meet the deficiencies and needs of both the other field employees and the parents and students in this field.Guidance and special education teachers participating in the project will plan training seminars and carry out exemplary activities in special education schools and other guidance and research centers outside the Central District, which are equivalent institutions providing education and training in the area of special education throughout the province after EU field visits and studies. In this sense, they will contribute to both the professional and personal development. With the work to be done, it is aimed to change both at the level of students and parents and teachers. At the same time, change and development of educational institutions will be an example to other institutions. ACTIVITIES1. Determining the quantitative data and ratios of disabled individuals in the regions where they are located. Implementation of the knowledge and attitude scale on sexual education of disabled children for disabled professionals and disabled families. The scale of knowledge and attitudes developed by Poland and applied to fifty teachers and parents in all countries. Evaluation of results by Poland 2. A workshop will be held under the leadership of Lithuania on the development of a common methodology for the development of a programme for the education of disabled individuals for their sexual education. In this workshop, we will try to determine which subjects should be in the content of Education.3. A curriculum on educational content will be established under the leadership of Poland4. Under the leadership of Italy, a training program will be established by adhering to the curriculum created.5. Under the leadership of Germany, training activities for project partners will be carried out by adhering to the educational content created.6. Implementation of the necessary procedures to promote and disseminate the training program, implementation of the preparation of the website by Manisa Governorship7. Transfer of training program for all psychological counsellor and guidance teachers in Manisa province by Manisa Guidance and Research Center 8. Transfer of the program for special education teachers working in special education schools and special education schools in Manisa province by Öğretmen Şükran Bilginer Education and Practice School

This project will boost the sport and social skills of teens with special needs by providing them a more sporty environment. Our most naive impulses about making pleasing decisions are ever linked with our previous useful social practices. Having a more featured life is not about economic upshots only, but also about particular choices of a well-trained and socialized person. A revolutionary integrative project, ASSIST is targeting mental well-being and inclusion via sporty collabs for teens with SEN.Sports is not only good for children's bodies; also good for their minds. Studies have shown that doing sport has psychological benefits for children and adolescents, and teaches them essential life skills. Besides, organized sports benefits children, even more than physical activities. A study by the London School of Economics, published in 2017, surveyed 459 athletes aged 12 to 20 years, shows that those involved in team sports reported higher “life-satisfaction.” Researchers think this benefits the social aspect of being in a team and the participation of other children and adults. Therefore, development from sports goes beyond learning new physical skills.Sports help children develop better ways to deal with the ups and downs of life, that is doing sports helps children learn to control their emotions and transform the negative emotions positive ones. Physical activity has been shown to stimulate chemicals in the brain that make you feel better. Thus, doing sports regularly improves the general emotional well-being of children. Researches show that there is a link between playing sports and self-esteem in children. The support of the team, the kind word of a coach, or the success of one of their team friend will help all children feel better about themselves. Group play helps children develop the social skills they will need for life, teach them to collaborate, be less selfish and listen to other kids. It also gives children a sense of belonging, helps them make new friends and builds their social circle outside school. Sports also informs them about teamwork.Moreover, ASSIST has a comprehensive proclamation on people who are often wasting their capacity by unnecessary stuff like social media, drugs, etc. These 'self-brakes' they overlooked can quite push, particularly teens, to corrupt routes in their significant years, and also lead people in the business life to spend their potentials rather than being skillful employees. Also, the people who are not involved in sports throughout their crucial years will not be able to be efficient enough for quality labor.By enhancing special students' skills in sports, we will not only contribute to physical and mental wellness but also conceive great awareness about Disability through related school activities. The students will give out leaflets on healthy nutrition, inhibiting bad habits and 'self-brakes' that prevent our welfare. Rather than Disability as the case, placing an issue we describe as 'self-brakes' of people in the project, will contribute a distinctive clarity to ASSIST tag and to its goals. This is also an essential action to expand Disability Rights.5-day programs in Sports-Themed mobilities with 3 students with SEN and 3 staff (aged 15 - 20) of each partner:• LATVIA – Saloon SportsWrestle - Boxing - Trampolining - Rhythmic Gymnastics• PORTUGAL – Ancient SportsShot Put - Equestrian - Archery - Climbing• SPAIN – Nautical SportsLateen Sailing - Surfing - Kayaking - Water Polo• TURKEY – Nature SportsOrienteering - Cycling - Javelin Throw - Bocce• LITHUANIA – Icy SportsSkiing - Snow Rafting - Bowling - Ice Skating• ITALY – “Exclusive” SportsTennis - Fencing - Golf - Long Jump/SteeplechaseTeens with special educational needs will achieve great goals in performing sports and inter-cultural cooperation. This will also assist in awaking the necessary synergy to succeed in any part of life for any member of society, despite any disadvantage.Apart from academic skills, special education is mostly focused on self-care and competencies such as sports, arts and socialization based on active citizenship postulate. Equality, Participation, Education and Training, Accessibility, Employment, Social Protection, Health, and External Activity; these clauses in the EU Disability Strategy show us that there is still a prolonged process to spread out the most authentic and restorative concepts for the communities to embrace the disabled people and their legitimate rights worldwide and to assure that these concepts are very parts of the civil society. That's why ASSIST has to be accomplished Europe-widely instead of being solely based on this partnership's needs. Our overarching objective is to strengthen all stakeholders to promote social rights and recovery in order to change mindsets and invalid traditions through a sustainable strategy and to ensure the wellbeing of individuals with physical, psychosocial, mental or cognitive disabilities.

Our perspective for this project is boosting art capabilities of special children by providing them a creative environment. Our simplest instincts about making decisions like choosing an attire or choosing a recipe to cook is always related to the past experiences. Enhancing life quality is not only about financial issues but also personal preferences of a well-educated person. Why isn’t a special individual able to cook and prepare a premium delicious modern dinner plate? Why isn’t a special person able to set a modern art installation? How about contemporary art on paintings or sculpture or even atonal music? Whereas the organization of a modern art product is based on a plan, sometimes some of the parts include coincidental portions to provide desired complexity based on a general instruction, or sometimes randomizing becomes the main plan.Project MAMA is both innovative and complementary with its artistic side, because art means creativity, and creativity is the key word for future. Youths should be involved in art-related activities throughout their lives to strenghten their personal development. Art has a strong therapeutic effect on our body. It can regulate breathing and blood pressure, and also it improves self-esteem and self-expression, empathy, self-discovery and regulation of time and space management skills. Art supports sensory and mental development. It is an excellent way to improve integration and communication among students, especially among students with autism, dyslexia, and learning difficulties.On the other hand, Project MAMA has a social declaration on people with normal development who are mostly consuming their creative potential by spending their precious time on TV or a smart phone and its products such as social media platforms, mini games, and even on drugs. These obstacles they ignored are enough to direct especially young people to wrong paths in their critical ages, and people in workforce to waste their potentials to become skilled labour. Also individuals who are not involved in fields such as arts and sports during their critical periods will not be able to be creative and efficient for a quality workforce.By increasing special students' competence in hand skills, we will not only contribute to small and large muscle development but also create a tremendous awareness about mental disability by the related street events. Our students will publish and distribute declarations on how to live healthy covering nutrition, social habits and the obstacles that block the potential to succeed. Students will be able to disseminate issues about the various social problems of individuals with normal development via info stands in crowded areas of city centers with the supports of local NGOs related to Disability. They will try to raise people's awareness on these issues with the brochures that are cut as masks with eye holes. Thus symbolically the people who read the brochure are able to see the world with the eyes of individuals who are mentally disabled. Instead of the disability as a subject, putting forward a problem we call as 'social disability' specific to this project for individuals with normal development will provide a marvelous visibility to Project MAMA name and to its purpose, which is to expand Disability Rights. This is a necessary innovative move about spreading out these rights.With the Art Thematic mobilities abroad, each mobility includes 5 day programmes with 4 staff and 4 special students (aged 15 - 21) of each partner:Music in Dusseldorf, GermanyDrama in Madeira Island, PortugalDance in Warsaw, PolandPaint in Manisa, TurkeyDesign/Installation in Rome, ItalyMAMA is also already a modern project thanks to its arranged navigational programme of the mobilities, including some major centers of Europe, and even an Atlantic Ocean island with an area of 801 km². Super special children will achieve a tremendous success in performing artistic and intercultural cooperation. This achievement will contribute to arise the necessary synergy to succeed in any area of life for any member of societies, despite any disadvantage.As in our schools too, Special Education Needs should be mainly centered on self-care skills, academic qualifications, competencies in social activities such as sports and arts, and socialization based on active citizenship principle. Accessibility, Participation, Equality, Employment, Education and Training, Social Protection, Health and External Activity; these are the clauses stated in the EU Disability Strategy, and with all these clauses, we have a long way to spread out the most accurate cure(!) ideas for society to embrace the disability rights world wide, and to ensure that these ideas are parts of social community. This is why it has to be carried out transnationally and not only based on this partnership's needs. Beyond tolerance or compassion, the Disability is a matter of having the necessary rights.

"<< Objectives >>The project ""NOI - New Opportunities of Inclusion"" is created with the aim of sharing tools and methods to support and involve young people with mental disabilities in activities that enhance their communication skills and opportunities, as well as their decision making and European citizenship competences. The main objective of the project is a protocol on the inclusion of young people with autism in youth projects with nonformal education.<< Implementation >>During the project, three activities are implemented:- 1 project management activity- 1 best practices activity, aimed at the sharing of the tools that will be the bases for the definition of the methods, including a mobility for youth workers- 1 long-term protocol production activity, dedicated to the output production, including a mobility for youth workers<< Results >>The main results are:- the definition and description of non-formal techniques that are accessible to people with disabilities for achieving intercultural knowledge, self-determination and self-expression- the definition and description of a best-practices guideline to support the organisation of a project that is accessible and inclusive- the cooperation of international youth workers and organizations in the realization of projects that are accessible to people with mental disabilities."

"The implementation of the EU’s fundamental pillar of free movement requires continuous support at the local level, especially when the occasional waves of migration are used by certain forces to generate divisions within communities. Schools and other educational structures in formal and informal settings provide for some children their first cross-cultural encounters, and an opportunity to form positive identities. However, teachers and educators are often faced with their own biases, while the school curriculum is often overloaded with core subjects that in their majority do not deal with the underlying reasons that lead to fears, divisions and misunderstandings. Silo working is often observed with teachers and educational institutions being disconnected from parents and community-based professionals (e.g. youth workers).Restoring Respect through Music Education (RRME) aims to help address these gaps. It will bring together a strategic partnership of 7 organisations from the UK, Cyprus, Turkey, Spain, Germany and Romania to use the underlying restorative justice values of respect and power sharing, and an innovative social action music programme called ""El Sistema"" to develop, pilot and widely disseminate capacity building tools and knowledge that will support teachers and other educators in their efforts to enhance the resilience of their pupils when it comes to diversity and community cohesion matters. The problem of racism and xenophobia is transnational, but so is restorative justice and music. Therefore, based on this rationalization, this project takes a transnational, restorative justice approach between educational institutions, parents and NGOs to achieve Erasmus+ priorities. RRME's focus is to help deliver Erasmus+ overarching Horizontal Priority ""Social Inclusion"". Using the well tested ""El Sistema"" model founded in Venezuela in 1975, RRME will combine it with the restorative justice values of equality, social inclusion, diversity and non-discrimination to create, pilot and assess a new approach that will reduce disparities in accessing and engaging with formal and non-formal education, as well as tackle discrimination, segregation and racism in schools and other informal educational settings. This will be achieved through the creation of an innovate training programme for teachers/educationalists, which will be designed from the bottom up and with the support of a User Scrutiny Panel consisting of teachers and other professionals involved in school education. The programme will use the El Sistema and restorative justice methodologies to capacity build educators in formal and informal settings through music education with the ultimate objective of supporting them in their efforts to integrate pupils and young people who are at risk of exclusion, paying particular attention to those with migrant and refugee backgrounds. RRME's has also prepared a series of networking and dissemination actions that will establish sustainable links between organisations active in education, training, youth and music, and the society at large, including at local and regional levels.Furthermore, RRME aims to address Sectorial Priority ""SCHOOL EDUCATION: Tackling early school leaving and disadvantage"". To this end, RRME will focus on benefiting disadvantaged pupils' integration and attainment and thus it has selected 3 schools to join the strategic partnership combining the following expertise: Primary education provided in a rural English area, a secondary special education school in Turkey that educates students with mental disabilities, and the only art public vocational high school in Prahova county in Romania. They will work together and alongside the coordinator (UK), CSI (Cyprus), Afridat (Germany) and Caminos (Spain) who will implement the project's innovative tools in informal educational settings. Key stakeholders in these efforts will also be migrant NGOs, parents and parents' associations involving them in the piloting of the Intellectual Outputs (IOs) and the various networking actions.RRME will also address Horizontal Priority ""Supporting educators, youth workers, educational leaders and support staff"" as it will strengthen the professional development of educators (e.g. teachers, trainers, professors, tutors, mentors, coaches, staff in early childhood education), youth workers, educational leaders (e.g. school heads, rectors, department heads) and support staff (e.g. teaching assistants) through the Continuous Professional Development IO 1 & 2. The RRME training programme and accredited e-courses will allow them to better deal with inclusion and diversity through the use of our innovative El Sistema restorative justice social action music programme. This will help them adapt their teaching, training and youth work styles irrespective of their location. The IO2 will be translated from English to Greece, German, Spanish, Turkish and Romanian, while the website will include accesibility software."