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EPALE

Electronic Platform for Adult Learning in Europe

 
 

Persons with disabilities

A number of community and voluntary organisations have come together, with the support of the HSE Social Inclusion Services Cork, to create a new entity called Cork Equal and Sustainable Communities Alliance (CESCA). CESCA works together to address issues of disadvantage in Cork City.

Applications are invited from groups / organisations seeking to promote social inclusion and social justice in Cork City. The key focus will be on collaborative work using once off funding which can be completed within a 12 month timeframe.

Safeguarding Ireland has urged the delivery of Adult Safeguarding Legislation to better protect vulnerable adults and reduce abuse.

In parallel, the organisation also called for the development of a Regulatory Framework for Adult Safeguarding and an independent National Advocacy Service.

An Cosán VCC is currently accepting expressions of interest from learners for Certificate and Higher Certificate programmes for it to hold based on demand, and would be delighted if those working in adult learning would consider discussing this with any potential students they believe might be suitable and benefit from the course. Expressions of interest are being accepted via survey that can be found through the link here.

Small Community Action Grant applications for local communities in Derbyshire are now open. Successful grants will be of a value up to £2,500 and will enable communities to better support the most vulnerable individuals in their local areas. To be declared successful, funding projects must meet one of the seven Derbyshire Police and Crime Plan priorities, which are listed in the article.

The Agency for Pre-primary, Primary and Secondary Education of Bosnia and Herzegovina hosted an expert meeting on 25 and 26. 4. 2019 in Sarajevo. There, the delegates from CIDREE member countries exchanged ideas and experience on the implementation of learning outcomes in inclusive education. Participants were given insight into the ways and methods used by different countries to adapt education programs for children with special education needs. The meeting was attended by representatives of Estonia, France, Ireland, Scotland, Slovenia and Bosnia and Herzegovina.

With the aim of proving that being mentally retarded is not an obstacle to learn, handicrafts courses have been given to those who were directed to non-formal education because they have mild mental retardation by Canik District Directorate Of National Education, Canik Public Education Centre, and Special Education Job Application Center.

At least 1 in 8 students are neurodiverse (this includes conditions such as Dyslexia, Dyspraxia, ADHD, ASD and Developmental Language Disorders) but not all students arrive at college with a diagnosis or have had previous support for a variety of reasons. This may include moving around the education system (Looked after Young People) and lower recognition of traits in females.

Using online robust tools for screening for neurodiversity and assessing studying skills at induction allows for practical and student-centred support for those who require it in a timely manner.

Interactive apps can also support the student when moving from college into work. The Do-IT Profiler accessible web-based system allows this to happen.

4 July 2019
by NSS UK
(en)

The Finnish National Agency for Education EDUFI, The Ministry of Education and Culture, the Ministry for Foreign Affairs and FINGO invite education sector experts to an event about solving the global learning crisis and identifying successful multi-stakeholder collaboration models.

As Selcuklu Special Education Vocational School, 175 special education students (mildly diagnosed with mental disability) are educated in 16 classes and 7 workshops in 5 different fields to prepare them for work and profession. In order to make our workshops more functional in our schools, we went to Germany as a project partner 3-4 years ago and, unlike our country, we had the opportunity to see and examine the work done for the preparation of special students for work and profession.

The goal most teachers of adult students have is to help our students become active citizens and to help them understand the society in which they live. How we encounter students’ current knowledge of society varies in the different fields we teach and we meet our students differently according to our different target groups. Also, the ways we approach, and in a classroom setting deal with, the skills required for active citizenship, are as many as there are teachers.

Mr. Ahmet is 57 years old. Mr. Ahmet, a very social person in his normal life, lost his ability to speak as a result of an accident. He also cannot do many physical things. He can't use his hands very actively. As a result of his discomfort was closed. He hasn't left the house in two years and hasn't spoken to anyone. His parents were very upset about this. Mr. Ahmet's condition is not very good so they could not get a battery tool to Mr. Ahmet. Later, a philanthropist, Mr. Ahmet, donated an electric disabled car. Thanks to this car, Mr.

14 May 2019
by Hakan YANDIM
(en)



Firenze is one of thé most important historical cities in Europe, with a density of museums and historical landmarks that is paralleled in few other cities around the globe.  What opportunities does this historical setting offer for language learning? 
We tried to find out during a 4 day visit to Firenze, within the theme of ‘Authentic learning in the 21st century). 

”The most universal quality is diversity” (Montaigne 1588) 

Nowadays, with the development of technology, digital learning has become more and more accessible to all learners and new opportunities and ideas have emerged in order to improve learning for the groups with less access to learning opportunities. 

Various genetic disorders may cause the sensory organs not function properly, or a loss of the sensations in some circumstances. It should be underlined that people who have disorders in their sensory systems also have the rights to be part of society and have the same rights in society as everyone else. It is noted that they could have equal rights in society as everyone else does only when they can express themselves in society. For this reason, the results of our researches, based on deaf people, have shown that they need support.

25 January 2019
by LEVENT YALVAC
(en)

Adult Education and Inclusivity

In the UNESCO’s 2030 Agenda for Sustainable Development which aspires to eradicate poverty by 2030, Sustainable Development Goal (SDG) 4 on Education was recognized by the international community as “essential for the success of all 17 SDGs” (UNESCO, 2018). Inclusivity, defined as the intention or policy of including people who are otherwise excluded or marginalised is emphasized alongside equity in SDG 4, specifically in UNESCO’s Education 2030 Framework for Action as the foundations for quality education.

Thursday 4 July 2019

Participer au webinaire EPALE France "Déposer son projet Erasmus+ pour l'éducation des adultes"

Bénévoles, salariés du secteur associatif, acteurs de la formation, de l'insertion, de l’économie sociale et solidaire ou encore dans l'ingénierie pédagogique… Vous êtes à la recherche de financements pour développer vos projets européens ? 

 

Friday 11 October 2019 to Saturday 12 October 2019, Belgium

Fachtagung & Messe Unterstützte Kommunikation

Tagung für Fachkräfte zum Thema Unterstützte Kommunikation: Durch verschiedene Workshops und Austauschmöglichkeiten wird überlegt, wie individuell angepasste Kommunikationsmittel in den verschiedenen Lebensbereichen der Person mit Unterstützungsbedarf genutzt werden können. Die Unterstützte Kommunikation (UK) schließt alle Kommunikationsmethoden mit ein, die die Lautsprache ersetzen oder ergänzen können. Es handelt sich zum Beispiel um Gebärden, Objekte, Piktogramme oder elektronische Sprachausgabegeräte.

Tuesday 11 June 2019, Poland

We All Stand Together: Kamila i Marek opowiedzą o Integracji

Warsztat szkoleniowy z projektu Erasmus+ "We All Stand Together" , skierowany do dorosłej lokalnej społeczności będzie się skupiał na szeroko rozumianej tematyce  przeciwdziałania dyskryminacji i wykluczeniu społecznemu osób pochodzących z różnych kręgów kulturowych, mniejszości etnicznych czy religijnych oraz osób niepełnosprawnych.

Thursday 20 June 2019, Spain

Objetivos y resultados del proyecto CLAP HANDS Access to the Professional Integration of Persons with Disabilities in Art and Culture.

PRESENTACIÓN DEL PROJETO CLAP HANDS Universidad Internacional de Catalunya Inmaculada, 22 08017 Barcelona - junio 20, 2019 PROGRAMA 17:00 H Acreditación de bienvenida, revisión logística, información administrativa 17:30 H Retos relacionados con BREXIT y asesoramiento a todos los profesionales y sociales en Europa Jacinto Soler Matutes, Asesor de Política Industrial y Relaciones Internacionales. PIMEC 17:55 H Introducción: Presentación del proyecto CLAP HANDS para ERASMUS + para la asociación internacional Myrtha Casanova – Artistas Diversos ________________________________________ France 18:00 H Objetivos y resultados del proyecto CLAP HANDS. Marie Claude Esculier - Gerente de Proyecto 18:30 H Profesionalización en un entorno protegido: potenciales y límites; Lo mejor de la compañía teatral "LaBulleBleue Jacques Fraisse - Director General. Association Faire-ESS Delphine Maurel - Manager La BulleBleue Maud Verdier - Profesor Asociado Association Faire-ESS Invitado: Actriz de la burbuja azul 19:00 H Presentación músicos que se han desarrollado profesionalmente como banda Corinne Ducrocq Laures - CEO y Laurent Grant IRTS Institut Régional de Travaill Social Pôle Montpellier Invitado: Grupo de percusión de Montpellier ________________________________________ Portugal 19:30 H Dar visibilidad a los resultados intelectuales del proyecto CLAP HANDS. Integración / profesionalización de personas con discapacidad a través del arte y la cultura en Portugal Fernando Catarino -CEO Paolo Ferreira - Project Chefs Universidad Lusofona (LISBOA) Video ________________________________________ España 19:45 H Guía de buenas prácticas para el desarrollo del arte como profesión: casos y mejores prácticas. Apoyo de calidad de las instituciones para abrir nuevas formas de trabajo. Myrtha Casanova - Presidenta, Artistas Diversos Silvia Vilches - Centro Especial de Empleo, DKV Invitados: Mario Casanova y Kelly Arrontes Autor e ilustrador de una colección de Los Niños Detectives editada por Caligrama, una división de Random House Books para presentar el respeto y la inclusión de los escolares. Ricard Armengol – CEO Provital Group La decoración de las empresas como profesión de artistas discapacitados. Presentar una competición y artistas profesionales para explicar su experiencia: Kelly Arrontes, David Tarragó y Álex Ubano Vídeo : Elías Lafuente, Director DANZA DOWN 20:00 H Programa de capacitación para agentes de reintegración profesional para personas con diversidad funcional en el campo de la cultura y el arte Imma Miralles- Directora Técnica Foro Técnico de Formacion Jose Llorca – Técnico Fundació Friends Invitada: Rosa Cuartero, CEO DisJob Plataforma virtual de ofertas de trabajo para personas con discapacidad Vídeo: LA TRAMOYA Grupo escénico de Madrid ________________________________________Suecia 20.30 H Inclusión de personas con discapacidades en las habilidades culturales suecas requeridas como profesional para trabajar con este grupo objetivo Pantea Saramolki, Folkuniversitetet (Uppsala) Video 20:45 H Corresponsables: La sociedad es responsable conjuntamente de crear un entorno inclusivo para que toda la comunidad de discapacitados goce de los mismos derechos que los ciudadanos europeos Ricardo Martín Gerente de Eventos
Friday 14 June 2019, Poland

Teatroterapia w pracy z osobami z niepełnosprawnościami

Warsztaty skierowane są do instruktorów, terapeutów, opiekunów oraz do osób dorosłych z różnymi formami niepełnosprawności, a w praktyce są niezwykle pomocne zarówno podczas kreowania spektaklu,  jak  i w budowaniu własnego wizerunku oraz  w zmaganiach życia codziennego pełnego barier, wyzwań i stereotypów.

Friday 24 May 2019, Ireland

Assistive technology for students who have physical difficulties

What will I learn?

  • What is assistive technology (AT).
  • Advice on using your computer well to make best use of your Assistive Technology.
  • About touch-typing resources for different hand functions and alternative keyboard and mouse control.
  • About free adjustments that can be made to iPad and Windows to suit different physical abilities
  • About Dragon Naturally Speaking – you speak and it types what you say and possible free alternative.
  • About free reading features/programs on the iPad and for Windows to aid with stamina issues.
  • Advice on accessing teachers notes.
  • How to get access to electronic learning materials and texts.
  • About a variety of alternative text input options.
Wednesday 22 May 2019, Ireland

Intro to assistive technology to support reading difficulties

Event content: 

  • What is assistive technology (AT).
  • Advice on using your computer well to make the best use of your Assistive Technology.
  • About free reading features/programs on the iPad and for Windows
  • About how to get your phone to capture and read text aloud from hard copy of text
  • About the reading pens proposed for use in state exams.
  • Apps on the iPad to help with reading and capturing text.
  • To use the reading support features in Read & Write literacy support software.
  • How to create sound files of learning materials.
  • How to get access to electronic learning materials and texts.

The positive ageing indicators report is an outcomes framework to monitor trends and changes in the participation levels, health, and security of older people in Ireland, at a national level. The positive ageing indicator set was developed by the Healthy and Positive Ageing Initiative and reported for the first time in 2016.

The 2018 report contains two new developments:

Material development studies for special education students include examples of material applied for special education students in different countries. These materials will cause teachers to see different perspectives in their educational processes. In this way, they will develop different ideas for material samples in educational work. The materials used in studies with special education students should be specific to the student. In this case, the inability of the student is very important.

In many periods of history, refugees came to European countries. To accept the ”new social reality“ and
Europeans to always integrate them as equal members of the society
they had to deal with matters. However, in modern times, we perceive these problems differently.
They look quite intense and printed, because only the number of refugees is higher than ever
It looks. Nevertheless, as in the past, Europe, Europe, the people who escaped the war
they must face these situations as a nation and also as a unity to integrate.

This review of the educational backgrounds of adult Roma is one of the measures of the Policy on Roma. It aims to survey the educational history of the adult Roma population in Finland, assess how the Roma approach education, and determine their educational needs.

Active Minds specialise in creating games and activities that encourage those suffering from dementia to engage and use their memories. With 91% of carers agreeing that these games help to improve wellbeing and frustration in their patients, Active Minds’ collection of jigsaw puzzles will be particularly appealing to those working in the mental health or healthcare sectors.  

This manual contains practical tools for the daily guidance of students with mental health problems in higher education. Besides guidance, also signalling and referral are central. Many psychological complaints are expressed for the first time during the study period. Higher education can be the first place where people signal 'that something is wrong'. The purpose of this manual is to equip supervisors better to approach students with psychological complaints openly and to supervise them as optimally as possible.

A continuous teaching and support learning line is essential for pupils with a support need. How do you, as a professional in secondary education, guide students in the transition to higher education? And how do you guarantee the continuity of support in the higher education sector? That is what this guide is about.

abdullah öztürk's picture


 Material should be developed for Special Education students according to the type of disability. In this context, we prepared the KA101 project. what materials can be prepared according to the type of obstacle / disability. We need your help. Would you please write your comments. Thank you.