They also have right for education

Özet, Erasmus+ Project Results platformunda yayımlanan İngilizce metindir.

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On the first day of the project, a conversation atmosphere was developed to get to know the participants better and discover any fears or expectations they might have had about the project. A preliminary questionnaire was given to the participants at the same time. The main fears and expectations that developed as a consequence of these were discussed with all participants, as well as how they would overcome these fears and what their responsibilities were in satisfying the expectations.

A pre-test developed by our organization for participants prior to the mobility and a post-test conducted after the mobility were used to determine if the activity met its objectives.

The 20-minute assessments with the group and individually at the conclusion of each day, which were also included in the project plan, were considered one of the most important activities. During these evaluation hours, participants made individual assessments of the activities they completed on their own day and the rewards they received. These assessments were sought objectively, both positively and negatively. The group read and debated subsequent evaluations. Furthermore, the participants gathered the assessments at the conclusion of each day, and there was a diary for them to recall what the project brought to them, positive or negative memories, and specifics of the activities.

Another significant activity was the project's last day's future planning session. Participants wrote about what the project had given them, what differences they had seen, how they would incorporate these gains into their life, and, if they had any, their future goals in this session. At the same time, participants were given a questionnaire to see whether their expectations for the project had been met, if they had previously experienced their fears about the project, and if their food, accommodation, and entertainment had met their expectations. The participants were also asked what type of activity they were most happy with, as well as what types of activities this activity provided. The coordinators assessed these questionnaires, and the group discussed whether the project had met its objectives, as well as any issues that had arisen and how to solve them.

Persons identified among participants of partners' members asked participants about their thoughts on the projects and activities, if they were happy with the project's expectations, and tried to make more accurate observations. This allowed the project to learn more accurately how successful it was in reaching its goal.

During the activity week, the support staff that was identified made external observations, and if there was a problem, the project continued on its path. Whether it met expectations and objectively commented on the satisfaction of the participants, a problem was shared with the coordinators. This made it easier to identify quick answers to difficulties and helped the project run more smoothly.

Within three months after the participants' return, the institutions were asked to provide assessments, and the effect level was monitored.

In order to assess the success of post-mobility training activities, a "Training Evaluation Questionnaire" was created. All participants were given this questionnaire, and the results were analyzed.

When the participants returned to their home countries, they were requested to write efficiency reports. They were requested to do a cost-benefit analysis and an evaluation by developing a productivity and performance link in this report.

Despite the fact that our project's distribution was focused on the target group, the target group's recommendations and opinions were an important criterion in the project's evaluation. The Youthpass certificate was used as a means of officially documenting the achievements.

Uygulama

Sexuality education began with the development of a child's idea of sexuality and ended during adolescence. Sexuality education, which was linked to culture, tradition, religion, law, and the economy, varied according to values and led to varied understandings of sexuality. People with disabilities' physical immunity was violated as a result of their mental problems, and they were subjected to a variety of abuses. The growing number of reports of sexual abuse of individuals with disabilities in our nation and across Europe demonstrated a lack of assistance in the field of sexual education. Due to a lack of judgment and evaluation, mentally disabled persons were silently capable of accepting a proposal for sexual intercourse or sexual convergence without realizing that they might be sexually exploited. All of these factors made disabled people defenseless and vulnerable. Youth workers provided a variety of approaches to improving the attitudes and actions of people with intellectual disabilities, including how to talk about sexuality, how to feel more comfortable and confident, and how to acquire good practices for expanding individual capacities. In this respect, the main objective of the project was to increase the competence of youth workers in the field of sexual education for the disabled.
Objectives of our project:
1- To teach participants about the stages of sexual development in people with disabilities (mental illness, Down syndrome, autism spectrum disorder, and multiple disabilities) as well as the basics of developing a healthy sexual identity. We realized this partly, mainly via formal learning. Participants gained knowledge about cultures, differences and handicaped.
2- To teach social skills relating to sexual identification to the participants. We realized this partly, mainly via formal learning
3- To provide participants with the knowledge and skills necessary to create their own sexual education program for people with mental disabilities. We realized this partly, mainly via formal learning
4- To teach participants new sexual education approaches and practices. (drama, role playing, use of technology) We realized this partly, mainly via formal learning

Sonuçlar

Participants gained theoretical knowledge over the development of disabilities and sexuality.

The style leaned more towards an academic tone rather than incorporating non-formal methods, a pattern that persisted throughout the remainder of the training course. Participants highlighted at the conclusion that there was a deficiency in non-formal activities compared to a preference for a more interactive approach over a traditional university lecture format.