<< Background >>Autism affects the life of the individual and his / her family in a very serious way. In recent years, the number of individuals with autism in the world has increased. Although only one out of every 2500 children in 1985, one in every 150 children in 2000, one of every 88 children in 2008 was diagnosed with autism, today one out of every 55 children is born with the risk of autism.Even we do not know the cause of autism, it is possible with effective educational methods to minimize the developmental disabilities of these children by early intervention and to prevent difference between their peers. It has been proved with the trainings on autistic individuals in Europe and Turkey that sport is very effective in the development of autistic individuals. However, the insufficiency and lack of studies for sports education is also noteworthy. With this project, firstly, educators will be taught how to use sports as a tool to develop self-care skills, play, socialization and communication skills of autistic children and good practices in this area will be shared in different countries in order to increase institutional competencies.In order for children diagnosed with Autism Spectrum Disorder in common institutions and regions to integrate with the society, to socialize, to develop their communication skills, to develop their own self-care skills, families and educators who have been trained in these areas are needed. In this context, families and educators will be taught how to contribute to the development of these children by providing sports skills by experts in their field, and their teaching stages and forms.During the preparation phase of the project, the deficiencies identified in the development of social and psycho-motor skills of mild autistic children between the ages of 3-10 will be eliminated, both in institutional terms, in terms of teachers and families. As a result of the trainings, practices, observation of good practices and joint studies, teaching the methods of gaining self-care skills to mild autistic children between the ages of 3-10 through sports, using the techniques of gaining play, socialization and communication skills for mild autistic children between the ages of 3-10. will focus on competence enhancement.<< Objectives >>Individuals with ASD feel love, happiness, sadness and pain like all people, but have difficulty expressing themselves. Like everyone else, they have the right to feelings, thoughts and legal rights. Children with ASD expect to be noticed, understood and accepted by the society both in education and social life within the framework of equal opportunity. Their only remedy is an approach kneaded with love, patience, and understanding, and backed by a well-planned education. With this project, educators will be taught how to use sports as a tool in order to improve the self-care skills, psychomotor, interpersonal relations and communication skills of children with ASD, and good practices in this field will be shared in different countries in order to increase institutional competencies.It has been proven in the trainings for individuals with ASD that sports are very effective in the development of individuals with autism. However, the scarcity and insufficiency of the studies on sports education draws attention. With this project, the coordinative sports training program prepared for children with autism will be taught to the trainers.In this context, the overall aim of the project is to increase the competencies of educators working with mildly autistic children in order to develop the social and psycho-motor skills of these children aged between 3 and10 years.Our specific objectives are:-To teach the trainers the methods of self-care skills to mildly autistic children aged 3 to 10 years by means of sport.-To teach educators the techniques of gaming, socializing and communication skills for mildly autistic children aged 3 to 10 years.-To promote good practices in partner countries among partner institutions.<< Implementation >>A social networking site will be created for dissemination, a bulletin will be prepared, posters and brochures will be printed and the handbook will be printed at the end of the project. The materials will be prepared by the team of relevant institutions through a workshop. Two spot films will be prepared; first at the beginning of the project and second at the end of the project. In order to measure the success, a questionnaire will be conducted for families and joint institution staff, and periodic meetings will be held with the parents and institution staff. After the review of the good practices, a joint action plan will be prepared, followed by a joint trainer training and then practical studies will be carried out for autistic children and families. Four activities were planned to be done with the families of ADS children. At the end of the project, a workshop was planned to transfer the good practices to the institutions.The project participants are educators working for autistic children, parents of autistic children and autistic children aged 3-10. Except the institutions’ own staff 10 autistic children and their parents will be involved in the practices.<< Results >>With the help of our project, the competencies of the trainers working with mildly autistic children will be increased in order to develop the social and psycho-motor skills of these children aged between 3 and 10 years. In order to achieve this, the trainers will learn the techniques of teaching self-care skills, psychomotor, interpersonal relations and communication skills mildly ASD children aged between 3 and 10 years. Good practices for ADS children in the partner countries will become widespread with the examinations, meetings and workshops to be carried out.In this project, by using individual special teaching methods, it will be provided to educate ADS children based on movement rather than class. As a result of the program, ADS children will get the learning outcomes earlier.The program with the help of sportive skills, which is applied in this project, will enable the ADS children to be included in the social life with their family, minimizing their typical and obsessive behaviors and behavior problems.Local Peoples have a negative view of the problematic behaviors of ADS children. With this project, prejudices of local people regarding autism and ADS children will be destroyed. It will accelerate the integration of ADS children with the society at the local level, which will contribute to the development of the society and social health.In addition to intercultural interaction, learning environments in the field will be provided with a uniform functional education model for ADS children in the partner countries participating in the project. As a result of the targeted outputs of the implemented project, it will be an example to the process of educating autistic children based on movement, by providing education in different areas rather than classroom. With the increase of these applications, the number of institutions willing to cooperate will increase.This project will contribute to the education of ADS children, who are a bleeding wound not only in Europe but also in the world, to the integration of these children into social life at a micro level.Our project also promotes solidarity between the public and private sectors. New collaborations to be encouraged in the field of education of autistic children will also contribute to the increase of civil society dialogue in this field.

CONTEXTThe concept of mental health has progressed during the last decades. Currently, according to the World Health Organization, a good mental health is related to mental and psychological well-being. In the last years, diverse perspectives such as education have incorporated to this concept. In fact, the Mental Health Action Plan (MHAP) 2013 – 2020 mentions the importance of providing “a comprehensive, integrated and responsive mental health and social care services in community-based settings” and the need of basing the strategies and interventions on scientific evidence and/or best practice. During the last four years, Agora has applied a Successful Educational Action, Dialogic Literary Gatherings, to a new context: mental health services users, with the aim of supporting the rehabilitation process as well as the social inclusion of all the participants. The great results among participants in Barcelona pointed out to an opportunity to transfer this activity and its benefits to other organisations in Europe. OBJECTIVES1. Contribute to the social inclusion of the adult users of mental health services2. Improve some of their basic skills and competences as well as the wellbeing 3. Offer a tool to support the process of mental health advancement and promote the accessand transition to further educational activities and opportunities of the participants4. Obtain evidence of the impact and benefits of DLGs on mental health users in order toencourage other centers to implement them5. Train professionals and volunteers to act as moderators of the DLGs with mental health users6. Raise awareness between policy makers and stakeholders about the importance ofincluding Successful Educational Actions, like DLGs, to support the mental health process and promote the social inclusion. PARTICIPANTS- Mental health users older than 18, especially those from vulnerable groups (low socieconomic status, low level of education, unemployed, etc.)- Mental health and adult education professionals- Stakeholders and policy makers working in mental health and adult education ACTIVITIESOUTPUT 1: Case studies and scientific article about the impact and benefits of DLGs on mental health usersIn order to obtain evidences, we will implement DLGs in 3 different European organisations in Spain, Greece and Bulgaria.OUTPUT 2: MOOC course on how to implement DLGs with mental health usersWill be implemented online by 10 adult education and/or mental health professionals from each participant country.OUTPUT 3: Dialogic Policy Recommendations and Manifesto about the impact and benefits of the implementation of Successful Educational Actions with mental health usersWe will carry out a participative process in partner countries to elaborate them. Education and training policy makers, the whole mental health and education community and mental health users, will be part of the participative process and everything will be agreed between all of them using egalitarian dialogue METHODOLOGYThe project uses the dialogic methodology and Dialogic Literary Gatherings. They were defined as one of the Successful Educational Actions within the framework of the INCLUD-ED project Strategies for inclusion and social cohesion in Europe from education (2006-2011), a study carried out by 15 European research institutions and focused on successful educational actions (SEAs) with evidence of their impact on academic achievement and social cohesion. RESULTS, IMPACT AND BENEFITS 1. Improved educational and instrumental skills, as well as better communication skills and critical thinking2. More self-confidence and self-esteem and therefore, better future expectations3. More active participation in society and community activities4. Increased demand and take-up of adult educational opportunities by mental health services users5. Increased number of organisations implementing SEAs like DLGs6. Raised awareness among policy makers and relevant stakeholders about the importance of incorporating SEAs like DLGs to support the mental health rehabilitation and social inclusion

This project (PERSON) aimed to promote employability, retraining and the social skills of NEETs and inactive young individuals to meet sustainable and qualified labor force and improve the competitiveness of Turkey and Europe. The Project provided innovative training curriculum and methodologies to meet the needs for young individuals not only in the work life but also in their social life. Therefore, threefold objectives were focused. First was the need to understand young individuals in detail during their transitions from being NEETs or inactives to work. The others were, the need for a data collection and sharing tool/platform, an education plan for attracting and retraining more inactive young individuals and the need to bridge in communication and joint work that often exists between universities, staff, senior management and students in internationalization efforts and activities. There were seven intellectual outputs such as: O1 Sate of the Art and Panacea for NEETs, O2 Training Module for Technological Illiterates and MOOC Design; O3 Training Module for Technological Literates and MOOC Design; O4 Training Module for Advanced Technology Users and MOOC Design, O5 Pilot Training, O6 a Comprehensive Guidebook of PERSON, O7 Set-up MOOC Design. All partners took to active responsibility for the development of the outputs (Except Opportunity Global).Besides, four transnational project meetings were planned to achieve basic goals. However, 3 of them was done due the fact that OP did not do. The first meeting “Kick off Meeting” were held in Istanbul. The second meeting “Planning” Meeting were held in Spain. The third meeting “Progress Meeting” were held in Greece. And C1 meeting (training of trainers) were held in Istanbul. Within the project a short term training activity were held in Turkey. Training for MOOC was done. MOOC System was introduced to the partners. Division of the courses among partners and the lecturers done. Demo of a course had been done by a youth worker from AU (Shaheen Eied Alkadri). Preparation of the outline of the comprehensive guide book for MOOC system had been done and the division of the work had been also done. Generally, numbers of participants were higher than the expectation. There were 554 participants in the introductory meetings and local workshops (National Conferences). DTH, MC, IED and TDM2000 prepared National conferences (local workshops) at their countries. Since none of the partners were able to have a connection with Opportunity Global (OP), nothing were done by OP. In addition to that, there were 1310 participants in surveys and focus groups. There were 674 feedbacks including the students from Altınbaş University. Individuals watched courses many times (2337 times). Looking at these numbers, it can be said that Person Project reached the numbers which was proposed. Note that, most of these numbers are more than it was proposed. Total number of certificates prepared for the participants were 802. Besides the meeting for kick-off, planning, progress and C1 meetings, there were dissemination seminars and national conferences were hold. Since none of the partners were able to have a connection with Opportunity Global (OP), nothing were done by OP. Therefore, final meeting were not done. At the online international conference, there were 49 participants. This conference was online due to the Covid Pandemics.Every partner tried to reach NEETs for surveys. Again, this was very difficult to gather these surveys since there was no budget. Most of the surveys were gathered by AU. Totally, there were 1184 NEETs in these surveys. For the case of the focus meetings, there were 61 participants. C1-activity, there were 12 trainers due to the covid. Pilot trainings, there were 520 participants. There were 554 participants in the introductory meetings and local workshops. There were 674 feedbacks including the students from Altınbaş University. Individuals watched courses many times (2337 times).

The project builds upon the ongoing De Facto project (http://defacto.space) which, for the first time, attempts to place the problem of disinformation and misinformation, (which had been dominated by the conundrum of disinformation-politics-media) in a clear education and training context.It has been proven by cognitive scientists and communication experts that there is one issue which generates numerous obstacles to the communication process and to the assessment of the veracity of information. This issue is the large family of cognitive biases - the things that prevent us from making rational and informed choices, manipulate the flows of information, place unwanted filters, change meanings, provoke actions. So, based on distorted communication, we are bound to shape our opinions and behaviours accordingly. The project addresses the lack of a comprehensive approach to teaching educators about biases, building resilience among learners, promoting critical mindsets. Research shows that there is a widening gap between those who can navigate traditional and digital information masterfully, and those who can not. This divide is cognitive in nature, it can not be solved by better access to technology, affluence, etc. Communication between different cultures and subcultures is negatively impacted by misconceptions and lack of ability to critically process and understand information. Active citizenship suffers from distorted information and here we are, offering an innovative, immersive and practical way of addressing these problems!The key objectives of dBias:> Improve teacher-learner communication via increased awareness and understanding of the number, nature and impact of cognitive biases > Devise a tool for collection of actionable data on susceptibility/resistance, transversal influence and intensity of bias > Analyse collected data to develop teaching strategies (de-biasing) for improved teacher-learner communication and training effectiveness> Introduce an innovative and subject-transversal toolbox (videos and de-biasing strategies) to adult education and training context> Promote active citizenship through the scenarios/topics and improved information literacy> Improve understanding and tolerance among representatives of different groups/cultures and contribute to personal developmentStarting with a collection of around 200 biases, we will produce a toolbox which will encourage the development of critical mindsets for adult learners. We will build upon established science facts and our methodology includes a fully data-driven approach to fighting biases via targeted interventions intermediated by a combination of (1) a unique learning platform (which will serve as (1a) data-collection medium and (1b) de-biasing tool), and (2) fully-developed teaching strategies and assisting didactic materials for more targeted interventions.To achieve this, we will develop scenarios for short videos. The decision on the topics will be made after a survey on the topics which are most likely to be of interest to selected target groups in order to ensure high involvement levels for the project-related activities and experiments. Based on the scenarios, we will record videos which exemplify situations in which cognitive bias is likely to play a major role. These will be related to the education and training context and to everyday interactions and communications.Each video will then be processed into a short clip which will feature a situation, a screen for the user’s choice of action, a second clip showing further development of the situation and containing the clues/info missing in the first part, and then again a choice screen to confirm/change previous choice.A specially developed machine learning algorithm running on a dedicated platform will allow users to watch clips, starting randomly, recording answers, discovering patterns and testing the patterns with the same user and with other users.The platform will calculate in real time several statistics/ratios: susceptibility/resilience of the bias (and intensity) based on individual clip, and based on a series/sequence of clips, and will identify transversal influence (how one clip/sequence influence other clipss/sequences). The platform will be gamified to attract more attention - a key to the success of this tool resides in the collection of large amounts of data. This is why we will be working intensively towards maximum publicity of the tool’s trials..After a solid analysis of the gathered data, we will produce a set of teaching strategies for developing critical thinking, media literacy and communications skills. They will be equally helpful to teachers in any subject area who feel that they are experiencing a drop in teaching effectiveness due to the biases’ impact on cognition processes. The strategies can be used to un-block, de-clutter and de-bias the learning process.

"“Emotion is not a luxury. It is a complex helping hand that is extended during the struggle for existence. Emotion is as much amenable to scientific study as any other aspect of behavior. It plays a critical role in the construction of consciousness, virtually all aspects of learning, reasoning and creativity.”(Damasio,2004)It is stated in the literature that emotions are key factors affecting learning, play a central role in social and cognitive processes, student engagement and have an impact on performance. In addition, although the emotions of teachers are also at the heart of teaching, it is claimed that rational aspects such as knowledge, skill and capacity are considered important and teachers emotions have often been ignored or underplayed. However, it is stated that awareness of teachers' own feelings is necessary for effective teaching, social and emotional development of students and wellness. In studies focusing on emotion, learning and technology; emotion is emphasized as an important driver affecting learning in technology rich learning environments. Therefore, it can be concluded that there is a interrelation between technology, learning and emotion. It is claimed that educational robotics positively affect students' interests, motivation, success and commitment, provide enjoyable learning environment, enrich students’ cognitive activities and support social-emotional learning. As a matter of fact, we observed that in the etwinning project ""Robotics in Education"" that we have been carrying out for 3 years, robots facilitate learning and appropriate for collaboration so contribute to social learning. In addition, we wonder how the emotions of teachers and students play a role in the learning processes with educational robotics. From this point of view, in the cognitive and social context of learning, it can be claimed that there is a need to study the interaction between learning, technology and emotion in environments where educational robotics are used.In this context, the goals of this project are to investigate the emotions of students and teachers in different cultures, educational systems, learning environments using educational robotics, and to explore how teachers manage their students' emotions during the teaching process.The target audience of the project is all students (2680 students; normal, special talented, disadvantaged) and teachers (250 teachers) of partner schools and Hacettepe U. Department of CEIT, education and health NGOs from Romania and Netherlands. 5 partners are experienced with Erasmus+ while the other 2 are newcomers. Still, they have worthwhile experience in other types of projects.Consequently, their joint experience and expertise certify the required skills and abilities towards making X a successful strategic partnership.In line with the objectives of the project 3 teacher trainings, 3 short-term student exchanges and 2 Transnational Meetings have been planned. Multiplier events will be held after each teacher training. The project's website will also be used as an online learning platform. At the end of the project, learning and teaching activities prepared by teachers will also be collected in a booklet for guiding other teachers to ""how"" organize learning environments.In the project, we expect to reach this results:To explore emotions of students working individually and in groups with their inclusive education approach By exploring the role of emotions in the learning process increasing students’ awareness of emotion, supporting their social and emotional development, and experience effective learning experiencesTo improve social cohesion of students with different characteristicsTo develop 21st century skills and EU citizenshipTeachers' awareness of own emotions and students' emotionsTo develop instructional activities to organize learning environments by investigating the role of technology-emotion-learning interactionBy addressing emotions in the learning process with robotics, teachers and students will develop awareness and manage their emotions. We believe that being aware of the emotions experienced in the learning environments in the project will have a positive impact on both the learning performance and welbeing and wellness of the teacher and student. It takes a long time for an innovation to settle in schools. We believe that the implementation of this project for 2 years will enable innovation in schools and change the understanding of teachers in learning environments.We believe that as the contribution of the studies, to the academic-social-emotional learning of the students has been reported as the positive effects of the student and teacher wellbeing, the project activities will continue and motivation to generate resources will be provided.Even if EU funds expire, the instructional designs and learning activities developed over the 2 years of the project will continue to be used and developed."