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

<< Objectives >>Goals: What do you want to achieve by realizing the project?* First of all, to increase students' conscious internet usage skills* To reduce early school leaving due to cyberbullying* To increase their digital skills of the families for ensuring their children's safe internet use.* Increasing the professional and digital skills and qualifications of teachers* Ensuring inter-institutional cooperation<< Implementation >>What activities will you implement?* Family education module (6 sessions)* IT workshops for students teachers and parents*Cyberbullying kit* Parent seminar (peer bullying)*Website*Public advertisement* Creating e-journals* use of web2 tools* Parent information e-booklet* Storybook*Podcast series<< Results >>Concrete Results:*e-Journal*e-Twinning project*Family education module*Public spot*Website*E- story*Podcast series*E-booklet for parents' informationIntangible results:Increasing awareness of students and increasing their conscious internet usage skills* Developing teachers' professional skills related to the development of their digital skills* increase in students' digital skills* Raising awareness of parents

"The project ""Motivational Meditation Techniques for Favouring Memory and Attention of Students with Visual Impairment"" is designed to support memory, attention, resilience and motivation of students with visual impairment during the Covid-19 era. The Study ""Visual impairment and blindness in Europe and their prevention"" (Kocur, Resniko) estimated that in Europe there are 72000 blind children, childhood blindness is calculated prevalence 0.1 and 0.41 per 1000 children. Eurostat statistics shows that students with difficulty prevalence of basic activities related to seeing is a risk factor that increases early school leavers, achieving dramatical levels in participating countries (DE = 14.8%, EE = 23,2%, GR = 44,6%, SP = 26,7%, IT = 45,9%, NL = 25,8%, TK = 41,5%). Our project will provide digital tools for support the motivation of students with visive impairment to study, improve their psychological status and resilience during Covid-19 era, basing on the following factors of the needs analysis:1. Covid-19 determined the biggest outbreak of educational systems. 2. Distance learning makes more difficult the participation of lectures for students with visive impairment3. Policies for supporting students with visive impairment during the Covid-19 are lacking4. Covid-19 impacted also psychologically on students. A study performed by IIAPHS on February-May 2020 on 4471 tests demonstrated increased levels of anxiety, anger and sleep disorders. A study commissioned by the Italian Order of Psychologists and operated by Istituto Piepoli showed that the population highlighted the importance of more presence of psychologists in the school system (73%)5. Meditation techniques are valid supplement for supporting motivation, self-esteem and resilience of school students. Memory and attention can be increased through meditation. 6. Classical meditation include concepts associated with sight: Techniques of visual imagery, the use of focused sight on a physical points and imagination of visual stimuli cannot be performed properly by students with visual impairment. We will create new techniques adapted for the needs of people with visive impairment, focusing exclusively on other senses.7. Meditation classes are often performed in presence, without any adaptation for people with disability or visual impairment8. Decreased motivation can discourage students with disability to complete the studies and favour early school leaving9. Distance learning gives additional tasks, workload and distress to family members which will require to assist the student with more effort. Following the lectures at the screen lead to rapid eye fatigue, headache and other disturbance.The goal will achieved through the production of 3 intellectual outputs translated into 9 languages (EN, IT, NL, SP, MK, TK, GR, EE, DE).O1. Motivational Meditation Techniques for Students with visual impairment: a 100 pages manual designed for school teachers and students teaching how to perform and teach meditation techniques adapted for students with visive impairmentO2. The Web App for Meditation and Motivation Training for Students with Visive Impairment: a digital tool based on the needs of students with visive impairment including 20 meditation exercises designed to increase memory, attention, resilience and motivation of students with visual impairment. The exercises are organised in levels of increasing difficulties and targeted to students of ages 6-18 in order to be widely exploitable in the school education system. Piloting is performed on 500 students, including 100 students with visive impairment.O3. Policy Recommendation for the Support of Students with Visive Impairment. It is a document of at least 100 pages including a SWOT analysis of existing policies for supporting students with visive impairment, transnational comparisons and recommendation for policy makers active in the field of support to disabled students.The target group of this project are:School students with visive impairment (6-18 years) School teachers, special education teachers Policy Makers and authorities in the field of School Education, Disability, Equal Opportunities School directorsSchool PsychologistsFamily members of students with visive impairmentThe project envisage the participation of 500 school students (100 with visive impairment) for the intellectual output 2, Policy recommendation will be sent to 200 policy makers and 100 school directors. The Motivational Meditation Techniques for Students with visual impairment will be disseminated among 1000 participants among school students and school teachers. The project includes 1 international Multiplier event with 20 local and 20 foreign participants. The Impact study will be produced and used for promoting the project's content and its application after EU funding."

Artificial intelligence is the general name of the technology of developing machines that are created with completely artificial tools and can exhibit human-like behaviours and movements, without taking advantage of any living organism. AI plays an increasingly important role in society. In the unqualified employment need, it is expected to create employment growth with the right education and labor policies along with digital transformation in the industry and artificial intelligence technologies. AI is a general-purpose technology, it will affect every profession, every job. A quality education to support this transformation is therefore critical.With our action driven project, our main goal is to inspire new generation AI leaders and to teach young people (15-24 age group) the knowledge, skills and ethics to meet the need for AI skills with our . Artificial intelligence training will be given to 60 young people to be selected for this purpose, online and face to face by experts from METU's Mathematics Department and Mind Map Association, our local partners.AI Trainings planned in our project will cover courses such as software language (Python Programming Language), Algorithm and Programming, Advanced Internet Technologies, Mathematics (Linear Algebra and Numerical Computing), Statistics (Basic Statistics, Probability Theory, Sorting, Classification, Clustering Techniques), Data Analysis, Artificial Intelligence, Machine Learning, Deep Learning, Python and Machine and Deep Learning. At the end of this training, the participants will be subjected to a written examination by experts and the 10 most successful young people will be taken to our project partners in Sweden and Germany for training. Through ARDA Beratung & Bildung in Germany, various trainings will be received from Berlin Technical, Frei and Humboldt Universities, and a technical trip will be organized to the German Ministry of Education and Research and the Journal of Science called Spiegel.The design of the vehicle aging project carried out by the Volvo Company, our partner in Sweden, using artificial intelligence in the automotive industry will be shown. Their work on artificial intelligence applications at Chalmers University will be seen on site. Introducing the Numpy library with Python, data analysis with the Pandas library, and data visualization studies with the Seaborn library will be practically demonstrated. Electric vehicles and artificial intelligence applications developed in CEVT will be introduced to our participants byexperts. The most important outcome of all these Artificial Intelligence trainings that will be realized thanks to our project is that the participants create models, compare models, and gain knowledge and skills to decide which model is the best. It will also contribute to the production of infrastructure, resources (books, portal etc.) for artificial intelligence literacy and the production of artificial intelligence curricula in high schools.With these experiences, the participant teachers are expected to create a training module, develop a curriculum, and develop activities and materials to be applied in the classroom or workshops.Other intellectual outputs to be created by the participants of our project; It is a public spot and a short film. These will be published on youtube channel and web page and will be free to access. Artificial intelligence training module will be uploaded to the project's web page and the module will be open to unlimited use.As the coordinating institution, Mamak District National Education Directorate, project management, dissemination and sustainability studies are seen very important. All precautionswill be taken in order to reach more people with news, studies and outputs that will explain all the details about our project.At the end of the project, informed participant youth who understand the fundamentals of Artificial Intelligence will be a part and contributor of important public policies to be created inevery field where Artificial Intelligence technologies are applied. It is expected that the Ministry of Education will contribute to the innovation studies related to artificial intelligence, thecurriculum will be developed, and it will be adapted to lower levels in the next stage with the proposal of artificial intelligence education curriculum to be created for high schools withinthe scope of the project.

<< Objectives >>Participants will develop in digital literacy as outlined in the European Digital Action Plan. Participants and their circles will be conscious of media literacy and will be able to fight against disinformation. People will develop a critical perspective. Readiness for the next generation digital life will increase. Participants will reach a level that can ensure the digital security of themselves and their environment. European unity will be formed with the media literacy curriculum.<< Implementation >>We will detect trolls with learning machines. We will design a deepfake detection application with a low margin of error. We will learn how to write the right news. We will design an assistant application that provides accurate information. We will examine the curricula of media literacy courses in different countries and prepare a media literacy curriculum equipped with the applications required by the digital age and integrating our experiences in our project.<< Results >>People-institutions in the project and their near and far environment will be conscious of disinformation. We aim to professionalize the fight against disinformation with digital trainings such as artificial intelligence, machine learning and coding. We aim to increase the critical thinking disposition of the participants with the questionnaires we will apply at the beginning and end of the project. We will create European unity with the media literacy curriculum to be prepared.