k210sch teacher mobility find partners for special education teachers URGENT

There are 75 students with moderate to severe intellectual disability and autism spectrum disorder in our institution. Education continues in 31 teachers and 12 classrooms in our institution. 19 of these teachers are special education teachers. We have 6 branch and workshop teachers. Our students cannot start an independent life after graduation. One of the biggest reasons for this is that they cannot be economically independent. Our aim in this project is to conduct research on which fields, to which business potentials and diversities our children can be directed after they graduate, and to direct our children to certain business lines as feedback. We want to see the diversity of work areas of disabled people in the European education system according to their disability through on-site observation.

In this context, we held a survey and meeting with our teachers at our school. Our meeting was held on 23.02.2023 about EU ERASMUS+ projects. Then our teachers google They filled out the needs questionnaire on the forms . At this meeting, our teachers expressed their views on the EU's 2023 goals and ERASMUS's 2021-2027 goals and criteria.

Within the scope of our project, we are of the opinion that in the European education system, examining and observing the examples of job training (workshop trainings) and job orientation in the European education system, adapting them according to the conditions of our school, integrating them with us and other special education schools and disseminating them will contribute to the independent lives of our students.

The majority of the students in our institution cannot have an independent life after graduation. One of the biggest reasons for this is that they have no economic gain. All of them are dependent on their families; This situation causes them to collapse socially and psychologically. Students who are completely economically dependent cannot have an independent life, cannot go out of the safe areas determined by their families. For this reason, students cannot enter social environments, they are excluded because they do not know what to do when they enter, they are exposed to discrimination and they cannot actively participate in social life and have to lead an asocial life.

For all these reasons, we aim to integrate the ways of job training and finding a job for the disabled after graduation into our school by examining and learning through cross-border partnerships and on-site observation. Being economically dependent is one of the biggest and most troublesome reasons for students' independence.

By examining the post-project work (workshop training) and post-training processes, it is aimed that students become independent and more active in social life.

The primary target audience of our project; are the students who will be given job training and our special education and workshop teachers who provide these trainings. Special needs students who have been diagnosed with moderate to severe intellectual disability, autism spectrum disorder and physical disability receive education in our school. Our target audience is students who are enrolled in our school and whose school entry age is between the ages of 14-28. Our teachers teach our students 5 days a week, 6 hours a day for 30 hours. Of this, 15 hours are courses that will support independent living, and 15 hours are workshops and branch courses. Our branch and workshop teachers teach in their own classes, while our special education teachers attend classes with students for all 30 hours, including branch and workshop.

Our teachers; special education teachers are people who have received a four-year undergraduate education in the field of special education, and our workshop and branch teachers are people who have received a four-year undergraduate education in their field.

Our expectation from our partner is to be a place that gives disabled people a job training appropriate to the level of the child.
Our partner asks us to make observations in the workshops or classes where they provide job training for the disabled for 5 days and show their work areas after showing their techniques and methods.
In the second phase of the project, we undertake to show them around our school and various institutions. In the second stage, we will enable them to see the disabled employment areas in Istanbul for 5 days and make on-site inspections. We expect the same from the other side.
Among the outputs of our project, we expect our teachers to learn new teaching techniques, to mingle with foreign cultures, to increase their current knowledge about employment lines and to gain new ideas.