High Five

Project Name : HIGH FIVE-Çak Bir BeşlikTarget Group : Students With Special Needs ( 12-15 Ages )Project Duration : 2 YearsNumber of Partners : 6 Project Coordinator : Büyükçekmece Rehberlik ve Araştırma Merkezi(Guidance and Research Centre)PROJECT CONTENT; There are five different schools in our project under the coordination of Büyükçekmece Guidance and Research Center (GRC). Students with special needs who are included in inclusive / integrated settings are also trained in all of these schools. These students are the first target group in the project. There are technical and relational problems encountered in inclusive practices (teaching plans, peer relationships, parent relationships / effects ...). One of the primary goals of inclusive practices is to ensure social cohesion, and efforts focusing on academic support are not sufficient to meet psycho-social developmental needs. In order for inclusive education to achieve its purpose, other students and teachers should also have knowledge and awareness of the process.For this purpose, five partners at Büyükçekmece Guidance and Research Center will prepare training programs in the following subjects. Pre-Final Evaluation Forms, a Parent Consent Form, a Project Introduction-Information Presentation will be prepared by Büyükçekmece GRC. Each partner country will carry out its educational training (adult education) at its own LTT. Afterwards, this training will be applied to the mainstreaming students.PARTNERS ;* Büyükçekmece Gudiance and Research Centre Turkey Coordinator* Akçansa Fatih Sultan Mehmet Ortaokulu Turkey Coding Education* Centrul Scolar pentru Educatie Incluziva Targu Jiu Romania Dance Education* Istituto Comprensivo Carducci Paolillo Italy Ceramics/Crafts Education* Agrupamento de Escolas de Oliveira de Frades Portugal Music Education* IES Gregorio Prieto Spain Theatre EducationPROJECT ACTIVITIES A) TPM Activities1) 12-2020 1. TPM2 ) 10-2021 2.TPM3 ) 11-2022 3.TPM Summaries of the TPM activities are as follows: The first one is to distribute tasks and responsibilities to each member and scheduling the dates. The second one is for evaluating the progress of the project, reviewing the measures to be taken, and feedback. The last TPM will include evaluation and reporting of the results of the project. B) LTT Activities1) Short term joint staff training activities03-2021 1. LTT_Romania2) Short term joint staff training activities06-2021 2.LTT- Spain3) Short term joint staff training activities02-2022 3.LTT- Portugal4) Short term joint staff training activities06-2022 4. LTT in Turkey5) Short term joint staff training activities12-2020 5.LTT in ItalyEach LTT includes the following steps:1. Train-the-trainer course for the 4-week curriculum prepared by the host school.2. GRC observes the process and assesses the target audience suitability.3. If necessary, the GRC may propose revisions.4. Partner schools may propose revisions based on own criteria.5. The design of the educational program takes its final form.METHODS TO BE USED IN THE PROJECT * Train-The-Trainer Courses * Introductory and Informational Activities * Student Trainings * Parent Information Sessions and Requesting Parental ConsentRESULTS AND LONG-TERM BENEFITS * Increase in the motivation of students with special needs through an innovative program in inclusive education (thus reducing absenteeism) * As the students benefit from the program, this will also improve the motivation of the parents, and their relationship with the school. * Students with special needs will experience a program that not only supports them academically, but also supports their psychosocial development. * Social acceptance areas of students with special needs will expand in peer and teacher groups. * Participating teachers will be able to observe good examples of international standards. * An alternative education program where students with special needs can benefit not only academically, but also psychosocially will be tried, and the results will be reported. * The positive and beneficial parts of the results will support the awareness for the needs of the special needs students among the teachers, the administrators and their peers.