It is critical to get family support for people with disabilities to participate in social life. In order for individuals with severe physical / mental disabilities to exist in social life, their families need to be conscious because they need knowledge to be aware of some legal priorities due to disadvantages. In addition, it is known that families with disabilities who have problem solving skills carry disabled individuals to higher social standards. However, given the rationale and needs in this respect, there is not yet a training on the rights-based daily life practices of the project partners in their countries for such families. Daily life practices can be improved by writing a petition within the framework of the rights of the disabled and sometimes gaining the ability to communicate with authorized institutions that can solve their social problems. The main objective of the project is “to provide parental advocacy in daily life practices by transformative androgogical methods for the families of disabled”. The sub-objectives for this main objective are as follows: 1) Families of disabled will identify the problems they face together and address the problems with a collective approach, 2) Establishing a “right-based daily life practices” course module (Advocacy Course Module) for families of disabled, 3) Making pilot applications embedded in daily life practices of course modules, 4) Conducting social visibility studies with the participation of disabled people, their families, adult educators and city residents. 5) Preparing an educational / guidance program for families of disabled and developing sustainable strategies. There are many families of disabled who need information, within the scope of the services to be provided to the public within the project. In particular, since course modules and pilot applications will require a limited participant, each partner is asked to reach 50 adult learners that can represent many families of severe mentally/physically disabled people . Volunteering is essential in participating in project activities. Project Activities (At Local Level) A1: Free Speech Meetings with Families of Disabled A2: Rights-Based Daily Life Practices A3: Social Visibility Activities A4: Meetings for Policy Recommendations. Transnational Project Meetings 1)Elephant In The Room: KICK OFF FOR THE TRANSFORMATIVE Meeting Place: Ankara / Turkey 2) Androgogical Steps: "KNOW HOW" MEETING Meeting Place: Brusselles / Belgium 3) No Stone Unturned: "Detailed Analysis" Meeting Meeting Place: Naples/Italy Intellectual Outputs 1)Analyse The Case 2)Advocacy Course Module 3)Cultural and Artistic Activites 4)Policy Recommendations Expected Results: 1) During the project, families are expected to have “rights advocate” qualities for the disabled. However, providing a learning environment in which they can express their problems is the most important expected result regarding the first sub-objective of the problem. Thus, adults who define their problems and can create common meaning charts and they will create the opportunity to express themselves and to be positioned as subjects at the beginning of a learning process. 2) In the process of applying transformative learning modules, families are expected to develop an innovative and creative perspective in bringing disabled people to the society. It is not just transformative; A learner-oriented approach will be adapted for families that are expected to have a leading position. 3) Life practices in adult education are of great importance for the desire to apply new things learned by adults. Families of the disabled also tend to exchange ideas on concrete and realistic issues they can apply in daily life. 4) Individuals with disabilities and their families, social participation is not only through applied education modules; It will also experience with social visibility studies (flash mob in urban spaces, social experiment videos with positive attitude, displaying posters, cultural / artistic activities with the leadership of the disabled ones and their families). 5) The main target as a result is sustainability at the end of all educational modules, pilot studies and visibility activities. At the end of the project, a family education program will be prepared to be provided to policy makers in order to raise awareness of disability rights and turn them into action in defending these rights. This program, which will be created within the framework of transformative androgogical methods, will be associated with social participation and will be both a social policy and an educational strategy document. With its innovative structure of transformative learning theory that requires updating, this educational program will be an important step in reaching the families of many disabled people in the long run, so that "no individual will be left behind".
The main objective of the project was “to provide parental advocacy in daily life practices by transformative androgogical methods for the families of disabled”. The sub-objectives were as follows: 1) Families of disabled will identify the problems they face together and address the problems with a collective approach, 2) Establishing a “right-based daily life practices” course module (Advocacy Course Module) for families of disabled, 3) Making pilot applications embedded in daily life practices of course modules, 4) Conducting social visibility studies with the participation of disabled people, their families, adult educators and city residents. 5) Preparing an educational / guidance program for families of disabled and developing sustainable strategies. However, in addition to the above objectives, as a result of the exchange of ideas with families with disabilities during the project, an aim has been added regarding the need for inclusive urban space designs that will increase socio-cultural participation.
We applied to our project to “provide parental advocacy for families of disabled in their daily life practices through transformative androgogic methods”. Because they need information, their families have to be conscious in order to be aware of some legal priorities due to disadvantages. It is also known that families with problem-solving skills carry disabled individuals to higher social standards. However, considering the reasons and needs in this regard, there is no educational module on rights-based daily life yet. That's why we wanted to create such an advocacy course module in our project. During the project, the families of the disabled enriched our motivation and not only educational; they have diversified our activities for sociocultural inclusion. Our families, who have participated in our project from the very first day, are already leading their own circles; They hold meetings at certain periods. We would like to underline this need for socialization.