Topic outline

    • EARTHQUAKE

      INTRODUCTION 
      Feeling safe is one of the most basic needs of all individuals in society, whether they have special needs or not. Individuals with special needs may encounter various hazards such as earthquakes, floods, fires, accidents and minor injuries in their daily life at home, school, parks, shopping malls, avenues and streets. In order to be protected from these dangers that they may encounter in daily life, they need to have some basic safety skills.

      The ability to protect against natural disasters such as earthquakes, floods, fires, tsunamis and landslides, as well as man-made disasters such as war/mobilization and accidents are situations in which individuals with special needs will be vulnerable. The skills to be taught to individuals with special needs and the necessary precautions to be taken in order to be protected from natural and man-made disasters are very important to ensure the safety of these individuals.
      EARTHQUAKE 
      Another important safety skill that can be taught to individuals with intellectual disabilities and autism is the ability to protect themselves from earthquakes. One of the most important reasons for the increase in loss of life and serious injuries in earthquakes is that people do not know how to protect themselves and what to do during earthquakes. Especially individuals with special needs may not understand what happened during an earthquake and may be vulnerable. Teaching earthquake protection skills to individuals with special needs may prevent possible loss of life and injuries. Therefore, it is important to teach this skill to individuals with special needs.
      VIDEO MODEL
      Teaching with a video model involves showing a video of a model demonstrating a skill, whether it's himself or another person, to individuals with intellectual disabilities or autism. The child or teenager is then asked to perform the steps shown in the video. Teaching with the video model was effective in teaching safety skills, speaking skills, professional skills, game and daily life skills. Research shows that video modeling enables faster acquisition and generalization of skills.
      SOCIAL STORIES
      Tey are short stories written in a specific format to teach social skills to individuals with intellectual disability or autism, presenting social information in a direct and easy-to-understand way. In addition to social skills, social stories are also used in teaching security skills such as protection from abduction attempts by strangers, protection from sexual harassment and coping with mockery.

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    • FIRE

      INTRODUCTION
      Feeling safe is one of the most basic needs of all individuals in society, whether they have special needs or not. Individuals with special needs may encounter various hazards such as earthquakes, floods, fires, accidents and minor injuries in their daily life at home, school, parks, shopping malls, avenues and streets. In order to be protected from these dangers that they may encounter in daily life, they need to have some basic safety skills.
      FIRE 
      Individuals with intellectual disabilities and autism may experience problems such as possible fires that may occur at home, noticing a dangerous situation, protection and getting away from a dangerous environment, and asking for help from other people. It is very important to teach basic firefighting behaviors in order to ensure the safety of these individuals.
      VIDEO MODEL 
      Teaching with a video model involves showing a video of a model demonstrating a skill, whether it's himself or another person, to individuals with intellectual disabilities or autism. The child or teenager is then asked to perform the steps shown in the video. Teaching with the video model was effective in teaching safety skills, speaking skills, professional skills, game and daily life skills. Research shows that video modeling enables faster acquisition and generalization of skills.
      SOCIAL STORIES
      They are short stories written in a specific format to teach social skills to individuals with intellectual disability or autism, presenting social information in a direct and easy-to-understand way. In addition to social skills, social stories are also used in teaching security skills such as protection from abduction attempts by strangers, protection from sexual harassment and coping with mockery.

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    • FLOOD

      INTRODUCTION
      Feeling safe is one of the most basic needs of all individuals in society, whether they have special needs or not. Individuals with special needs may encounter various hazards such as earthquakes, floods, fires, accidents and minor injuries in their daily life at home, school, parks, shopping malls, avenues and streets. In order to be protected from these dangers that they may encounter in daily life, they need to have some basic safety skills.
      FLOOD 
      Disasters such as floods can exacerbate social inequalities in health and housing. However, the devastations that occur as a result of flooding may cause problems such as access to shelter and healthy food to be seen more prominently for individuals with intellectual disabilities and autism. Dealing with a sudden surge of water is quite difficult for anyone, but this situation can become even more worrisome for individuals with intellectual disabilities and autism.
      VIDEO MODEL 
      Teaching with a video model involves showing a video of a model demonstrating a skill, whether it's himself or another person, to individuals with intellectual disabilities or autism. The child or teenager is then asked to perform the steps shown in the video. Teaching with the video model was effective in teaching safety skills, speaking skills, professional skills, game and daily life skills. Research shows that video modeling enables faster acquisition and generalization of skills.
      SOCIAL STORIES 
      They are short stories written in a specific format to teach social skills to individuals with intellectual disability or autism, presenting social information in a direct and easy-to-understand way. In addition to social skills, social stories are also used in teaching security skills such as protection from abduction attempts by strangers, protection from sexual harassment and coping with mockery.

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    • TRAFFIC ACCIDENT

      INTRODUCTION
      Feeling safe is one of the most basic needs of all individuals in society, whether they have special needs or not. Individuals with special needs may encounter various hazards such as earthquakes, floods, fires, accidents and minor injuries in their daily life at home, school, parks, shopping malls, avenues and streets. In order to be protected from these dangers that they may encounter in daily life, they need to have some basic safety skills.
      TRAFFIC ACCIDENT
      The ability to protect against natural disasters such as earthquakes, floods, fires, tsunamis and landslides, as well as man-made disasters such as war/mobilization and accidents are situations in which individuals with special needs will be vulnerable. The skills to be taught to individuals with special needs and the necessary precautions to be taken in order to be protected from natural and man-made disasters are very important to ensure the safety of these individuals.
      SOCIAL STORIES
      They are short stories written in a specific format to teach social skills to individuals with intellectual disability or autism, presenting social information in a direct and easy-to-understand way. In addition to social skills, social stories are also used in teaching security skills such as protection from abduction attempts by strangers, protection from sexual harassment and coping with mockery. 

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    • GETTING LOST

      INTRODUCTION 
      Feeling safe is one of the most basic needs of all individuals in society, whether they have special needs or not. Individuals with special needs may encounter various hazards such as earthquakes, floods, fires, accidents and minor injuries in their daily life at home, school, parks, shopping malls, avenues and streets. In order to be protected from these dangers that they may encounter in daily life, they need to have some basic safety skills.
      GETTING LOST 
      The getting lost of individuals with special needs in social environments is among the events that can be experienced. Individuals with special needs may have difficulty in understanding the situation they are in when they get lost in an unfamiliar street or environment. In such a situation, it is important and necessary for individuals with special needs to be able to show their skills in asking for help and communicating with safe people by using mobile phones, pay phones or smartphones when they are lost.
      VIDEO MODEL
      Teaching with a video model involves showing a video of a model demonstrating a skill, whether it's himself or another person, to individuals with intellectual disabilities or autism. The child or teenager is then asked to perform the steps shown in the video. Teaching with the video model was effective in teaching safety skills, speaking skills, professional skills, game and daily life skills. Research shows that video modeling enables faster acquisition and generalization of skills.
      SOCIAL STORIES
      They are short stories written in a specific format to teach social skills to individuals with intellectual disability or autism, presenting social information in a direct and easy-to-understand way. In addition to social skills, social stories are also used in teaching security skills such as protection from abduction attempts by strangers, protection from sexual harassment and coping with mockery.

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    • DIGITAL LIBRARY


      Pages: 8

    • DICTIONARY


      Glossary: 1

    • RT1

      CONTACTING INDIVIDUALS WITH AUTISM

       
       
      WHAT IS AUTISM? HOW DO INDIVIDUALS WITH AUTISM REACT TO DISASTERS?

       

       

       GUIDANCE FOR SEARCH AND RESCUE TEAM COMMUNICATING WITH AUTHORIZED INDIVIDUALS IN DISASTER AND EMERGENCY SUCH AS FIRE, EARTHQUAKE, FLOOD AND EMERGENCY 

    • RT2

       COMMUNICATING WITH INDIVIDUALS WITH DOWN SYNDROME

       

       A GUIDE TO FACILITATING COMMUNICATION WITH INDIVIDUALS WITH DOWN SYNDROME FOR RESPONSE TEAMS AFTER DISASTER AND EMERGENCY

    • ESKİŞEHİR AFAD

      PROJECT COORDINATOR

       

      ESKISEHIR PROVINCIAL DIRECTORATE OF DISASTER AND EMERGENCY

      Eskişehir AFAD is one of the 81 provincial organisations of the Disaster and Emergency Management Presidency (AFAD), which is affiliated to the Republic of Türkiye Ministry of Interior. 

      Eskisehir AFAD is responsible for; 

      - ensuring coordination and cooperation between all institutions in case of any emergency and disasters,

      - setting organisations in motion to take measures,

      - disaster and emergency response,

      - preparing disaster risk reduction, response and recovery plans,

      - preparing society against disaster risks.


      https://eskisehir.afad.gov.tr/

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    • ESOGÜ

      PROJECT PARTNER

      ESKİSEHİR OSMANGAZİ UNİVERSİTY

      Eskişehir Osmangazi University committed to be preferred at the national and international level with the aim of excellence in education, to transform the results of scientific studies into the benefit and economic product in accordance with the demands of society, to provide effective and competitive health services, to educate entrepreneur and innovative graduates and researchers. (https://www.ogu.edu.tr)​​


      Eskişehir Osmangazi University Distance Education Application and Research Center (ESUZEM) has been working to offer high-quality academic programs and seamless services to students who take online courses.  (https://uzem.ogu.edu.tr)


      Eskişehir Osmangazi University (ESOGU) Corporate Communication Application and Research Center has been working to carry out the university's press and public relations and media activities. (https://kurumsal.ogu.edu.tr)

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    • YERSIS

      PROJECT PARTNER

       

      YERSİS ANALYSIS MODELING EDUCATION CONSULTANCY SERVICES IND. TRADE CO. LTD.

      YERSIS is a research and development (R & D) company operating in the ETGB region. ETGB; Eskişehir - Anatolian technology research park and tech development zone-stage with professional research and development units are concentrated in the technology development zones. YERSIS carry out research and development activities on software and hardware.


      YERSIS conducts multidisciplinary research on disaster management and disaster risk reduction. Besides, YERSIS investigate the issue of accessibility among individuals with special needs during a disaster using a geographic information system (GIS)-based approach.

       

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    • UCSC

      PROJECT PARTNER

       

      CATHOLIC UNIVERSITY OF SACRED HEART

      The Università Cattolica del Sacro Cuore (UCSC) was founded in 1921 by Father Agostino Gemelli and is currently made of five campuses (Milan, Rome, Piacenza, Brescia and Campobasso). Research activity draws on 54 institutes, 22 Departments and 70 research centres, and is aimed towards the study and understanding of crucial issues to life and society.

      The Department of Pedagogy of the Catholic University of the Sacred Heart, and in particular the Centre for Studies and Research on Disability and Marginalisation (CeDisMa) has carried out consultancy and training activities, developing projects that enhance the implementation of educational intervention for individuals with autism, disability and other difficulties. The research and consultancy focus on the following topics:

      -        Scholastic inclusion;

      -        Classroom management;

      -        Differentiated instruction;

      -        Management of behavioural problems;

      -        Networking work with schools, families, associations and local authorities;

      -        Special educational needs;

      -        Intellectual disabilities, physical disabilities, sensorial disabilities, autism, ADHD, rare syndromes;

      -        Technologies for inclusion;

      -        Inclusive learning, cooperative learning, peer education;

      -        Early childhood intervention and early difficulties detection for children aged between 0 and 6 years old.

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    • TOHUM AUTISM FOUNDATION

      PROJECT PARTNER

       TOHUM AUTISM FOUNDATION

      Tohum Autism Foundation is established on April 15, 2003, as a non-profit, non-governmental civil organization with an aim to lead and disseminate early diagnosis and social integration of children with “Autism Spectrum Disorder and other Pervasive Development Disorders (PDD)” via special education, throughout the country. Tohum Autism Foundation made a know-how agreement in 2005 with Princeton Child Development Institute (PCDI), one of the leading institutions working on autism in the USA. The goal of the agreement was to establish a school using the same model with the Institute, in Turkey.

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    • MSSA

      PROJECT PARTNER

       

      MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM

      The MSSA has significant experience and expertise in organising activities and in working in conjunction with both academic partners and families in the Republic of Macedonia and beyond. Its membership includes the Republic of Macedonia’s leading academics and practitioners in the field of disability and autism. MSSA has a long tradition in working in EU research projects and building successfully bidding consortia for EU funding in a range of thematic fields of ASD. Part of our success is due to the large network of quality & trusted partners, both in the NGO sector as well as in academia that MSSA maintains at regional and international level.

      Since 2000, MSSA has participated in the development and implementation of Erasmus, Leonardo Da Vinchi, COST, Erasmus+ & LLP projects, and other European projects. Moreover, MSSA has successfully organised seminars, conferences for special educators as well as other types of projects. The association has organised more than 20 national and international seminars in the last twenty two (22) years in the area of ASD, Down syndrome, innovation, project management, among others.

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    • EDSA

      PROJECT PARTNER

       

      EUROPEAN DOWN SYNDROME ASSOCIATION

      The European Down Syndrome Association (EDSA) is a non-profit organization supporting and representing people with Down syndrome across Europe.

      European Down Syndrome Association (EDSA) is an umbrella NGO representing 42 national Down Syndrome organizations sharing information and promoting the full inclusion of persons with Down syndrome in society at every level. Through its members, it has expertise in inclusive education, employment, culture and sport and broad expertise in health-related matters including research into the condition.

      EDSA’s main objective is to promote the complete development of people with Down syndrome, regardless of racial, linguistic, religious, philosophical, or political considerations. EDSA seeks to improve the health, education and training, and inclusion of people with Down syndrome, so that each one can lead as normal a life as possible.

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    • TDSA

      PROJECT PARTNER

       

      TÜRKİYE DOWN SYNDROME ASSOCİATİON

      As the Türkiye Down Syndrome Association; 

      • We support people with Down Syndrome and their families to enable them to establish independent, productive and socially integrated lives in Türkiye.

      • We provide tools to improve the disability perception of society.

      • By establishing international liaisons and partnerships,we follow current scientific research about Down syndrome at international level and implement when needed.

      • We create, develop and execute projects & programmes while leading the  development to the future.​

      TDSA is in direct contact with nearly 7.000 families across Türkiye, and appx. 45,000 people are reached through social media accounts.​

      ​Main office is located in Istanbul, with representatives in seven different cities, namely Ankara, Eskişehir, Adıyaman, Tokat, Kastamonu, Adana and İzmir. ​ 

      TDSA carries its work throughout Türkiye as well as having very active presence and strong ties in the international arena. TDSA focus is on creating changes which may affect the whole country. It supports and shares its knowledge with fellow NGOs and has completed several EU projects.​

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    • LABEL PROJECT

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