"With the critical cases that require providing the emergency airway patency in the pre-hospital area is frequently encountered and ventilation of these critical patients should be provided as soon as possible. rate of success in endotracheal intervention at the first time in patients with difficult airway management decreases with the reasons such as time constraints, stress and inexperience caused by the need for rapid intervention, especially in the pre-hospital area. However, to attempt the intubation with repeated trials delays patient ventilation and oxygenation and increases mortality rates (mortality) by causing many complications. Therefore, in patients whose endotracheal intubation is difficult to implement; to provide rapid and successful airway patency by using supraglottic and glottic methods as alternative to endotracheal intubation instead of repeated interventions will help reduce complications and mortality. This situation has been formed the starting point of our project idea. In this respect, a total of five meetings were held with domestic and international partners, one of which was the first meeting and four of which were transnational meetings. The field analyses and evaluations has been conducted in these meetings about the health system of Turkey, Romania and Hungary, structure of emergency health services, health education, paramedic training, airway methods often used in these countries. In addition, the works of the book calls ""Alternative and New Methods used in Airway Management"", which is one of our two most important intellectual output in these meetings, have been completed and our book has been presented to our target groups with open access in four languages. Also, the English version of our book has been printed in an international publishing house. This facilitates the accessibility of the book by health education students and health workers, academicians who provide education in the field of health all over the world. The content of the lesson called ''Airway Management'' which is our other intellectual output, has been arranged and the first and emergency aid program has been added to the training curriculum by the senate decision of Amasya University. Our project conclusion book and lesson curriculum has been presented to the Higher Education Institution as suggestions that it would be useful to use them in the first and emergency aid programs of other universities in Turkey. During the project, it has been carried out that learning, teaching and internship activities in Romania and Hungary at two different times. A total of 24 multiplier activities has been carried out during the project process, 32 adults and 16 students has been involved in mobility activities in all these activities. The applied trainings with our training materials about airway management and alternative airway methods in Amasya, Tokat, Samsun, Sinop and Ordu have been provided especially the pre-hospital health workers who are one of our target groups. A survey has been applied to health workers before and after these trainings, so that their level of knowledge about alternative airway management, their problems in airway management and the benefits provided of the training have been determined. The results of the survey studies are included in our project conclusion book. At the same time, the data obtained as a result of the trainings and our project book has been presented to the Ministry of Health in order to emphasize the necessity of providing training on alternative airway management in the in-service trainings of health workers. The students who are another target group have been given trainings on alternative airway management, and pre-and post-training surveys has been conducted for the first and emergency aid students who participated in the training. These survey results are included in our project conclusion book. The publication of our scientific project book as an international book and presenting it to the academic literature will have a long-term impact as it is a resource book for healthcare workers, academicians and health students.In addition, the Airway Management course, which is added to the curriculum, will provide continuity in the development of students' knowledge and skills on alternative airway methods during their vocational training.However, the use of our project book as a resource book of this course is one of the long-term expected benefits.The trainings which were provided by us to students and healthcare workers have increased awareness, knowledge and skill levels. This is another long-term impact of our project, as this will positively reflect the quality of service provided to the society by healthcare workers and students who are healthcare workers of the future. In addition, our project website and youtube channel will be online for 2 years from the end of the project."

<< Background >>AB kaynak verimliliği ilkeleri doğrultusunda enerji verimliliği, yenilenebilir enerji ve dijital eğitim konularındaki acil ihtiyaçların karşılanması amacıyla bu projeye başvurduk. Uluslararası işbirliğini teşvik ederek, yenilikçi eğitim uygulamaları geliştirerek, kapasite geliştirerek, ortakların güçlü yönlerinden yararlanarak ve akademik destek alarak amacımız politika ile eğitim arasındaki boşluğu kapatmaktır. Amacımız, paydaşlara dijital dönüşüm yoluyla iklim değişikliğiyle mücadele etme ve küresel ölçekte olumlu değişim sağlama konusunda güç vermek olarak ele alınmış ve uygulamalar buna göre yapılmıştır.<< Objectives >>Hedeflerimiz şu şekilde belirlenmiştir:Eğitim Materyalleri: AB ilkeleri doğrultusunda enerji verimliliği ve yenilenebilir enerjiye odaklanan materyaller geliştirmek.Yenilikçi Eğitim Yöntemleri: Yeşil teknoloji dönüşümünü teşvik edecek uygulamalar ve eğitimler oluşturmak.Kapasite Geliştirme: Doğa ve yenilenebilir enerji kullanımına yönelik eğitim ve teknolojiler sağlamak.İş Ortağının Güçlü Yönleri: İşbirliği ve kapasite geliştirme için STEM'den, dijital oyunlardan ve sanal öğrenme uzmanlığından yararlanmak.Akademik Destek: Materyal geliştirme ve etkili dağıtım için pedagojik rehberlik almak.Çevresel Zorlukların Ele Alınması: Dijital içerik, VR ve STEM eğitimi yoluyla farkındalığı artırmak ve çözümleri teşvik etmek.<< Implementation >>Eğitim Materyalleri: Enerji verimliliği ve yenilenebilir enerji üzerine materyaller geliştirildiYenilikçi Yöntemler: Teknoloji dönüşümü için uygulamalar ve eğitimler oluşturuldu Açık Kaynaklar: 3B ortamlarda, e-içerikte ve STEM'de kaynaklar üretildiDijital Yeterlilikler: Açık kaynaklı eğitim yazılımı için becerileri geliştirildiSWOT Analizi: İhtiyaçları ortaklarla değerlendirildiUluslararası İşbirliği: İklim değişikliği ve AB enerji politikasına ilişkin ortak çabaları teşvik edilmeye çalışıldıTeknik Eğitim: Yenilikçi teknolojiler için personel eğitimi sağlandıOrtak Kullanımı: STEM, dijital oyunlar ve sanal öğrenmedeki güçlü yönlerden yararlanılmaya çalışıldıAkademik Destek: Pedagojik yardım ve yaygınlaştırma için işbirliği yapıldı.<< Results >>*Sürdürülebilir Bir Gelecek için Enerji Eğitimi (eğitim materyalleri oluşturmayı, çevre bilincini teşvik etmeyi ve teknolojik gelişmeleri birleştirme içerikleri) *Öğrenci ve eğitimcileri Yeşil Çevre için Donanımlı kılmak (personelin eğitimi ile iş ortağı uzmanlığından faydalanmayı sağlama becerileri)*Enerji ve Çevre Alanında Açık Eğitim Kaynakları (serbestçe erişilebilen kaynakların geliştirilmesini ve açık kaynaklı yazılım kullanımını sağlama fırsatları)*İklim Değişikliği ve Enerji Politikası Konusunda Küresel İşbirliği (küresel işbirliğinin güçlendirilmesi ve AB enerji politikalarına uyum sağlanması çalışma başlangıçları)*Daha Yeşil Bir Gelecek için STEM Eğitimi (3 boyutlu sanal ortamlar, dijital içerik ve STEM eğitiminden faydalanmayı birleştirir)

Learning disability is a term used to describe the difficulty in such skills as writing, reading, arithmetic operation, speaking, and reasoning and this problem is widespread worldwide and observed usually in school years. The most commonly encountered learning disabilities in the literature could be stated as Dyslexia, dysgraphia, and dyscalculia. On the other hand, the number of projects on dyslexia, dysgraphia, dyscalculia, and learning disabilities is only 80 among about 15 thousands projects supported by the Erasmus+ program between 2014 and 2018. For this reason, it could be argued that the projects on learning disabilities are quite limited. The report by the World Health Organization reported that the number of educators is inadequate to meet the educational needs of the students with learning disabilities. Considering that reading and writing skills are developed in the first year of primary schools, it is particularly expected that primary school teachers are likely to encounter with students with learning disabilities compared with the teachers from other fields. Therefore, the most significant actors in recognizing these students are primary school teachers. Whereas, it is highly required to early diagnose learning disabilities and use coping strategies, accordingly, to properly support these students. It is a requisite to design and evaluate materials for them to have special education possibilities. Thus, pre-service teachers need pedagogical support for learning disabilities.Considering technological developments and its effects on education, the selection of appropriate supportive technologies would improve these students’ motivation and life quality. Therefore, pre-service teachers need technical and pedagogical support to provide their students with learning disabilities with effective learning environments.The main goal of this project is to support pre-service teachers about what learning disabilities are and what kind of learning environment they should provide the students with learning disabilities. Based on this main aim, it is firstly aimed to improve pre-service teachers’ knowledge and skills as well as awareness about learning disabilities. It is also aimed to inform pre-service teachers about the learning environments they could provide students with learning disabilities and to show how to use technology in these environments. Besides, it is aimed to support pre-service teachers’ experience with the technological tools that they need during the design and development of the learning environments. There are differences in the teacher training programs of the countries and educational possibilities offered to the students with learning disabilities. There is a need for this type of international project with the partners to transfer and disseminate exemplary practices.The pre-service teachers, who are the primary target group within the scope of the project, will be at the forefront both in the pilot study and in the dissemination process. In addition, teacher trainers, who are the target audience within the scope of LTTA, are also important for the project in the dissemination process.A handbook and an e-learning platform will be developed for the project to achieve its goals. During the development of these outputs, both qualitative and quantitative methodologies will be used to evaluate the outputs. And also, according to the results of these evaluations, academic publications will be prepared to contribute to the literature and to disseminate project results. It is aimed that teacher trainers integrate the outputs produced within the scope of the project into their own lessons and thus reach a wider application area. The main expected effect is to overcome the lack of knowledge of pre-service primary school teachers about learning disabilities. In addition, the development of pedagogical and technological knowledge about how to enrich the learning environment for individuals with learning disabilities is another expected impact. Besides, similar effects are expected in the long term in teachers and teacher trainers. Thus, this project will also contribute to the early diagnosis of individuals with learning disabilities.

"As of 2019, Covid -19 epidemic, spreading all over the world, affected every sector, especially education. In general, special education students were seriously harmed as education moved towards digital field. However, in this process, the issue of education for the special education students , who are disadvantageous in using these communication tools, has not been on the agenda. Distance education contents were made available to students in need of special education by countries and they were requested to be used.Special education differs from general education in terms of content. Today, there are 5-10% students with learning disabilities in the world. (Dyslexia, Dysgraphia, Dyscalculia etc.) Serious improvements have been achieved with inclusive education attack. (UNICEF work)Due to the importance of inclusive education, not all academic education provided in general education is within the scope of special education. The developmental and spontaneous characteristics of an individual not having any disabilities can be gained through a structured and systematic education process. Content of the special education program is determined according to the needs of the individual. In this framework, it is aimed to improve daily life routines of individual with appropriate training program. In short, these individuals are tried to be prepared for life according to their interests and abilities by using special methods and tools. However, in this sense, existing materials are expected to be digital. Our project will meet this need by bringing universities, schools and institutions working in digital education field together.Our project named ""Integrating Special Needs Individuals into Digital-Holistic Education"" is an innovative work that focuses on the inclusion of social, daily care-self-care skills of students with learning difficulties in the digital age.It aims to adapt special education academics and families to innovative practices, improving the potential of teaching profession. Partners:IES Javier García Téllez, SpainAsociación de Graduados e Ingenieros Técnicos de Telecomunicación,SpainGumushacikoy Vocational and Technical Anatolian High School, TurkeyUNIVERSITATEA DIN BUCURESTI, RomaniaOsnovna skola Vrgorac, CroatiaInstituto de Educação CIC, PortugalAmasya University, TurkeyAkademia Humanistyczno-Ekonomiczna w Lodzi, Poland.Methodology:Our project focuses entirely on digital education methods. The methods to be used are:*E-Learning*Digital Age*Mobile learning*Learning from digital educational resources*Digismart Learning.Our Project Goals:*To establish a link between special education and higher education,*To present a useful MODULE to special education teachers,*To strengthen cooperation with NGOs in this field with highly useful materials,*To ensure that students with learning difficulties gain relevant Social, Self Care and Daily Care,*To have free and accessible licensed content in the virtual space,*Developing the digital skills of institutions and making this special education,*To ensure that students with learning difficulties, their families and teachers / academicians working in this field think from an EU perspective,*Developing POLICY EXHIBITIONS for special education.TARGET GROUPS:*Special education students (mild-moderate learning disabilities)*Special education teachers, guidance counselors*Special education academics*Parents of students*School/University administrations,*Relevant NGOs*Public institutions we are affiliated withACTIVITIES:*4 TPMs*4 LTTs*3 IOs*2 MEsOUTPUTS:""Integrating Special Needs Individuals into Digital-Holistic Education"" project has 3 outputs that will enable us to reach the target.1. DIGITAL INCLUSIVE / SOCIAL EDUCATION MODULE (For teachers and academicians)2.THE WHOLE CONTENT OF DIGITAL EDUCATION IN SPECIAL EDUCATION (MOBIL APP) (For students and families with learning difficulties)3.E-LEARNING PLATFORM FOR SPECIAL EDUCATION (WEB PLATFORM) (For teachers / academics, students and families)IMPACT:1.Digitalization in special education for teachers,2.To be much more scientific and timid in this field among academics,3.Reducing the impact of students' barriers on life, digitalization,4.Paying more attention to their children in families,5.Increasing the EU phenomenon in partners and internationalization,6 Policy change in the digital field,At the end of the project, more than 100 participants will participate in project activities and more than 200 participants will participate in multiplier events. Over 175 special education teachers and 400 special students will benefit from the project activities and events. At the end of the project, it is among our goals to reach approximately 4000 - 5000 beneficiaries from stakeholders in partner countries through dissemination activities.In the long run, our project is to use digital learning much more in EU-wide special education and to make it an education policy."

<< Background >>The needs we addressed were similar in all participant countries and are summarized as follows: 1. The need to enhance knowledge, update, and offer long-term solutions in the COVID-19 fight. This need is directly related to the need to develop new competencies and skills for medical students and professionals to combat pandemic negative effects. 2. For partner universities there is an acute need to strengthen their capacity for digital readiness to respond to actual challenges. This need is directly linked to the need to improve the quality of higher education, enhance its relevance for the labor market and society, and offer long-term and inter-sectorial solutions. In the educational and health sector (as the future workplace) telemedicine is a safe and feasible method to treat COVID and its complications. Medical schools must rapidly rearrange the dynamics of their educational curricula from the traditional platforms, to incorporate telemedicine in their curricula and to train academic staff and students for the use of digital approaches in this field.<< Objectives >> General objective: To offer a solution for HE to recover from the COVID crisis by innovative content and practices for medical and medical-related students in the last years of studies (general medicine, physiotherapy, kinesitherapy). SPECIFIC OBJECTIVES1. To enhance theoretical and practical knowledge regarding COVID-19 and its complications for students in participant HEIs. Result: new curricula, COVID-19 online course included in the e-MED e-learning platform. 2. To implement tele-medical approaches at the university organizational level. Results: telemedicine platform; online work-based approaches. 3. To develop digital skills and competencies for medical students and teachers to use online medical approaches, as required by the labor market, allowing participants to offer further support for COVID patients in terms of counseling, rehabilitation, nutrition, prevention by telemedicine. Results: course “Digital approaches for on-line medical services” , on line consultations with patients.4. To strengthen partner organizations capacity to respond to actual challenges and to develop digital dimension of LL within organizations. Result: implementation of the e-MED e-learning platform, virtual space and telemedicine services.<< Implementation >>e-MED skills implemented various innovative training approaches including: - Development of the e-MED-skills online platform supporting and promoting the digital content of training by OER in English, Romanian, Turkish and Polish. - Development of the e-COURSE ”Development of New Skills for Medical Students in Pandemic Context”. - Development of e-Course “Digital approaches for on-line medical services”. Both courses were tested with 20 students and 2 teachers for Functionality, Reliability, Usability, Efficiency Maintainability, Portability. - Online education for the 2 developed courses aimed to carry on the educational process and evaluate acquired knowledge with a flexible learning pathway. Teachers permanently offered support and assessed results. Each trainee received a certificate for course participation- Development of the telemedicine platform in EN, TK, PL, RO. Online practical stages were carried through the e-MED-skills virtual clinics and YouTube channel. - Course accreditation according to institutional needs and policies. - Dissemination activities - website, newsletters, brochures, publications, congress - QA activities: development of questionnaires and reports on different TG- Management activities<< Results >>1. MED skills e-learning platform - an open-source platform - Moodle customized with interactive tools for medical education2. Multilingual e-MED skills telemedical platform regarding COVID/post-COVID complications: virtual clinics (online consultations and patient education); YouTube channel (case studies, rehabilitation protocols, and videos)3. e-Course “Digital approaches for online medical services” - developing digital skills and competencies for medical students and teachers in telehealth delivery; includes 4 training modules4. Curricula and multilingual e-COURSE ”Development of New Skills for Medical Students in Pandemic Context” - to understand, prevent, and combat COVID-19; includes 9 modules; OERs based on a modular architecture (interactive PowerPoint presentation, text, case study, quizzes). 5. Online education for the 2 developed courses 6. Online practical stages carried through the e-MED-skills virtual clinics and YouTube channel7. Book ”New approaches in post COVID complications”8. e-MED skills website, facebook page, newsletters (5); brochures (6), publications (6 articles in high-rank publications and 8 articles in International Congresses Proceedings), 5 multiplier events, QA reports