The Promotion Of Entrepreneurial Skills Among SEN Students

Our project, which aims to promotion the entrepreneurial skills among students with special educational needs, is based on entrepreneurship competence, which is one of the eight core qualifications proposed by the European Parliament and the Council for lifelong learning. Entrepreneurship refers to the individual's ability to communicate ideas. It includes creativity, innovation and risk, as well as the ability to plan and manage projects to achieve goals. This supports day-to-day work at home and in society, enabling employees to be aware of the context of their work and opportunities, and provides a basis for more specific skills and knowledge needed by entrepreneurs who set up social or business activities. (Commission proposal for a Recommendation on Key Competences for Lifelong Learning COM (2005)548 final) Activities organized for the field of entrepreneurship competence with the project, mainstream communication; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; interpersonal, intercultural and social competences, and other competences such as citizenship competence and cultural expression.Project GoalsAt the end of 2022, implementation of the project will lead to:1. Promotion of entrepreneurial competences2. Promotion of language competences3. Promotion of mathematical competences4. Promotion of digital competencies5. Promotion of self-confidence competencies6. Promotion of art and culture competencesImpactWith the project, students will voluntarily participate in the education environment, increase their morale and motivation, and increase their basic competencies. After 2019, disadvantaged students will be prevented early leaving school. Disadvantaged students (14 years old and older) from partner schools and volunteer teachers as companions will participate in the project activities abroad. Project partners will participate with 3 students and 3 teachers for each overseas activity. A total of 90 students and 90 teachers will participate in the project activities abroad. Previous examples of entrepreneurship education provide insight into various central directives and teaching materials. The use of experience-based teaching methods is crucial to improving entrepreneurial skills. Active and participatory methods will be applied at each stage of the project. In carrying out the project, there will be applied practical, project based approach, practical applications through workshop studies, comparison of theoretical and practical aspects, interactive and pragmatic methods, active self-learning, action oriented pedagogy, group work, project learning, student centered methods, direct learning, methods and techniques such as development and selfevaluation methods, courses, seminars, gathering of information and concrete examples, defining success factors and basic obstacles in an application, learning by doing, case study, definingproblems and deriving results based on the evidence. Participants will collaborate with different institutions and organizations for learning environments outside the school. The two-year project will be carried out by the TR coordinator of TR, PT, IT, GR, HR and BG countries. Each partner will transfer their acquired qualifications to their own school, sharing knowledge, experience, good practice examples among partners. Project results will continue to affect all stakeholders after the project is finished. The Individual Transition Plan will ensure that problem areas are analyzed in a timely manner, that a strategy be set up to meet the needs, and that arrangements be made in learning environments to achieve the goal and the rate of reaching the targets. The Individual Transition Plan will be constantly updated in every new need that will arise and will have a long-term, sustainable cycle in itself.Sufficient entitlement to the project, continued political support, change in the institutional capacity of partners, socio-cultural factors, meeting local expectations, financial sustainability will be ensured. In order to integrate the curriculum of entrepreneurial skills, action-oriented pedagogies in all disciplines will be preferred.