NİĞDE EMİN EMİNE TEOMAN SPECIAL EDUCATION SCHOOL MOBİLİTY

Describe the content of the proposed activity. With this activity, it is aimed that the participants learn 13 effective techniques in play therapy and how to apply them in practice. Three main criteria were taken into consideration in these techniques: Various game approaches (targeting motor skills, art, fantasy and playing skills) were aimed to be suitable for children with special needs, and to be fun and inexpensive games. It is aimed to improve anger management, develop self-control, reduce fear and anxiety, control depression and improve problem-solving skills to help open up space for self-control. Our activity will be carried out by 3 participating teachers from each institution between 03-07/04/2023 (2 days travel time will be added) in the city of Niğde, Turkey. The educational content of the 25-hour activity is as follows: Day 1: We will meet with the ice breaking event. Participants will participate in three play therapy sessions as observers for the application of the techniques used in play therapy. Students with special needs of the host school will play these games under the leadership of the play therapist. The participants will have the opportunity to interpret their observations about the Color My Life Game, the Felt Word Game, the Pick-Up Stick Game and to write a report. will be given. Day 2: The participants will be watched videos of two game therapy sessions called the Anger Balloons Game and the Make Me Angry Game. These games will be played by creating teams of two and living by doing. Day 3: Time Trial and Anxious Lifeplay There will be a presentation about the games. The presentation will include how the play therapist plays the game with the special student. Day 4: Partying Monsters, Weights, and Balloons Game Information about the games will be given and played. Day 5: Strong Animal Technique, Using Puppets Puppets will be made using various materials. Presentations about the games will be made and played. Activity evaluation will be done 

Describe the target group for this activity. Who is going to take part and who is going to benefit from the results? The target group is the teachers. 3 teachers from each partner school and 12 teachers in total will take part in this activity. The announcement by all partners that this activity will take place and the participant criteria will be announced to all staff by the school administration one month before the activity. An announcement will be made on the website. A fair and transparent selection of participants will be made by the project team. The criteria sought for teachers to participate in the activity are as follows: Those who apply play therapy methods in their classes or have different studies in this field (20 points) Collaborating with us on our eTwinning project (Special Playmate) (1O points) National and European award-winning teachers with experience of running eTwinning projects (15 points) Open to innovations, willing to take part in project activities and work collaboratively (20 points) Have the language proficiency to represent their country abroad (15 points) Teachers attending the classes of students with special needs (2O points) Teachers will learn 13 effective techniques used in play therapy and how to apply them. Teachers who learn these techniques will help their students with special needs to overcome problem behaviors such as anger, introversion, fear, anxiety, insecurity, aggression. Thus, it will be easier for these children to be included in the society. 

Explain how is this activity going to help to reach the project objectives. Color the life game aims to provide children with a concrete way to understand and discuss various emotional situations without making them feel threatened. The Pick-Up-Sticks game helps facilitate emotional expression in children. The anger bubble game helps children learn what anger is and how to release it. The “Makes Me Angry” game is designed to help children express their anger verbally and kinesthetically, and that anger is a common and acceptable emotion. When the child successfully completes the task, he receives game currency that can be turned into cash. When the child succeeds in the game, the child feels a sense of competence and achievement. Anxious life play is an effective method to help children raise their concerns to an adult or other children and then discuss them with them. Monsters That Make Ti is a drawing technique designed to enable children to gradually face their fears in a non-threatening and fun way. Weights and Balloons is an inexpensive technique that turns a complex idea into something concrete and understandable. This technique is especially useful for children with depression. technique, low self-esteem, inadequacy in problem solving skills, inability to communicate with peers and adults provides an imaginative and entertaining method for children to internalize their desired strengths and qualities. Using puppetry is effective for anxious and introverted children. Asks the child for help for the puppet problem. In this activity, teachers will specialize in these game techniques. They will help their students to overcome the problems they experience by applying these techniques. The social emotional skills of these children will develop. Communication problems will decrease. They will be able to participate in social life. 

Describe the expected results of the activity. Teachers living in different countries and cities will include play therapy in their own programs according to the needs of a child with special needs. It is expected that the individual needs of the students with special needs will be met, their participation in the course will increase, and their mental, emotional, social and physical skills will improve by the teachers' processing of the games played in play therapy by associating them with the course topics. At the end of these therapies, it is expected that students will be able to express themselves and have fun in this process. Students will learn new games, seek their rights, express themselves better, introduce themselves to their peers, discover their strengths, play games with fun without having any problems, learn ways to solve problems, They will learn to notice the positive development in themselves, to realize that they can change their behavior. It will help them learn self-control and increase their self-esteem. With this activity, teachers will have knowledge and experience on 13 effective techniques in play therapy. They will transfer these experiences to their own institutions and other institutions. The problems of students with special needs will decrease or disappear altogether. These children will be accepted into society easier. We will improve communication and cooperation. Our language proficiency will increase. A sense of European citizenship will develop. 

Play Therapy Training - Niğde Emin Emine Teoman Special Education School

SLIDE 1: Title Slide

Play Therapy Training & Niğde Emin Emine Teoman Special Education School

• Prepared by: [Your Name]

• Date: [Date]

SLIDE 2: Purpose of the Activity

• The main aim is to teach 13 effective techniques in play therapy.

• These techniques will be applied in practice to help children with special needs.

• The games are designed to be:

  • Fun and engaging

  • Affordable

  • Beneficial for emotional and social development

• Teachers will gain expertise in applying these techniques in their classrooms.

SLIDE 3: Activity Details

• Location: Niğde, Turkey

• Dates: 03-07/04/2023 (+2 days travel time)

• Participants: 3 teachers from each institution (Total: 12 teachers)

• Duration: 25-hour training

SLIDE 4: Training Schedule

• Day 1: Ice-breaking event & observation of play therapy sessions

  • Games: Color My Life, Felt Word, Pick-Up Stick

  • Observation report writing

• Day 2: Watching recorded therapy sessions & practicing games

  • Games: Anger Balloons, Make Me Angry

• Day 3: Presentations on play therapy techniques

  • Games: Time Trial, Anxious Lifeplay

• Day 4: Interactive game training session

  • Games: Partying Monsters, Weights, and Balloons

• Day 5: Practical training with puppets & final evaluation

  • Games: Strong Animal Technique, Using Puppets

SLIDE 5: Target Group & Participant Selection

• Target group: Teachers

• Selection Criteria:

  • Experience in play therapy methods (20 points)

  • Collaboration in the eTwinning project (Special Playmate) (10 points)

  • National & European award-winning teachers (15 points)

  • Open to innovations & teamwork (20 points)

  • Proficiency in a foreign language for international representation (15 points)

  • Teachers working with special needs students (20 points)

• Fair and transparent selection process

SLIDE 6: How This Activity Supports Project Goals

• Emotional expression & self-awareness:

  • Games help children understand and express emotions

  • Techniques support anger management, self-control & anxiety reduction

• Academic & social benefits:

  • Games like Pick-Up-Sticks enhance problem-solving

  • Monsters That Make Ti game helps overcome fears

  • Using Puppets supports introverted children

• Stronger family involvement:

  • Parents will learn how to use play therapy at home

SLIDE 7: Expected Results

1. For Teachers:

   • Master 13 play therapy techniques

   • Implement these techniques in schools

   • Train other teachers and parents

2. For Students with Special Needs:

   • Improved communication & self-expression

   • Reduced aggression, insecurity & anxiety

   • Easier inclusion into society

3. For Families:

   • Better understanding of children's emotions

   • Improved parent-child communication

   • Parents learn play-based problem-solving techniques

4. Long-Term Impact:

   • Play therapy methods will be integrated into schools permanently

   • Increased international collaboration & language proficiency

   • Development of a stronger sense of European citizenship

SLIDE 8: Conclusion

• Play therapy is a powerful tool for helping children with special needs.

• Teachers will specialize in game-based therapy techniques.

• Families and educators will work collaboratively for better emotional & social development.

• This activity will create a long-term impact on education & inclusion of special needs children.

LEARNING OUTCOMES - NİĞDE EMİN EMİNE TEOMAN SPECIAL EDUCATION SCHOOL

1. Learning Outcomes for Teachers

• Ability to apply play therapy techniques: Teachers will learn and implement 13 effective play therapy techniques in their classrooms.

• Supporting the emotional and social development of special needs students: Teachers will develop strategies to enhance students' problem-solving and emotional expression skills.

• Adopting play-based approaches in education: They will learn how to integrate play therapy into the teaching process.

• Ability to collaborate with parents: Teachers will guide parents in using play therapy techniques at home.

• Gaining international project experience: They will gain experience in eTwinning projects and European collaborations.

2. Learning Outcomes for Students

• Recognizing and expressing emotions: Children will enhance their emotional awareness and express themselves more effectively.

• Developing problem-solving skills: They will acquire skills to find different solutions through play.

• Boosting self-confidence: Students will feel more secure and integrate into social life more easily.

• Anger management and anxiety control: A reduction in aggressive and anxious behaviors will be achieved.

• Developing cooperation skills through group play: Students will establish healthier relationships with peers.

3. Learning Outcomes for Parents

• Understanding their child's emotional world: Parents will better recognize how their children feel through play.

• Ability to use play therapy techniques at home: They will engage in supportive games with their children.

• Strengthening parent-child relationships: Play-based interactions will help build a healthier bond.

• Contributing to their child's social and emotional development: By integrating games into daily life, parents will support their child's growth.

4. Learning Outcomes for Educational Institutions

• Integration of play therapy approaches into the education system: Teachers will develop more effective and inclusive programs for students.

• Increased participation of special needs students: Play-based methods will boost student engagement.

• Knowledge sharing among teachers: Educators will raise awareness about play therapy.

• Sustainable collaborations in Erasmus+ and eTwinning projects: The capacity for participation in international projects will increase.

5. General Outcomes and Long-Term Effects

• Students will improve their social-emotional skills.

• Teachers will specialize in play therapy techniques.

• Parents will communicate more effectively and consciously with their children.

• Educational institutions will adopt more inclusive and innovative models.

• International collaborations and projects will be encouraged.

With these outcomes, the integration of special needs children into education and society will be supported, ensuring a healthier and more sustainable learning environment.

RESULTS OF PLAY THERAPY TRAINING - NİĞDE EMİN EMİNE TEOMAN SPECIAL EDUCATION SCHOOL

1. Impact on Teachers

• Gained expertise in 13 effective play therapy techniques and their practical applications.

• Developed skills to support the emotional and social development of students with special needs.

• Learned to integrate play therapy approaches into their teaching practices.

• Strengthened their ability to guide parents in play therapy methods to be used at home.

• Acquired international experience through Erasmus+ and eTwinning collaborations.

2. Benefits for Students with Special Needs

• Enhanced ability to recognize and express emotions effectively.

• Developed problem-solving and decision-making skills through structured play.

• Increased self-confidence and reduced anxiety.

• Improved anger management and emotional regulation.

• Strengthened social interaction skills through collaborative games.

3. Impact on Parents

• Gained awareness of their child's emotional and psychological needs.

• Learned how to use play therapy techniques at home to strengthen the parent-child relationship.

• Improved their ability to support their child's emotional and social development.

• Enhanced communication with their children, leading to stronger family bonds.

4. Contributions to Educational Institutions

• Encouraged the adoption of play-based therapeutic approaches in special education programs.

• Increased teacher collaboration and knowledge sharing in the field of special education.

• Enhanced student engagement and participation through innovative teaching methods.

• Strengthened institutional capacity for sustainable international projects.

5. Long-Term and Broader Impact

• Integration of play therapy techniques into regular educational practices.

• Strengthened cooperation between teachers, parents, and therapists.

• Enhanced communication, problem-solving, and coping skills in both students and families.

• Fostered a sense of European citizenship and cross-cultural collaboration among educators.

• Inspired the development of new projects focused on supporting students with special needs.

Conclusion

The play therapy training at Niğde Emin Emine Teoman Special Education School has made a significant impact on teachers, students, and families by equipping them with practical techniques to enhance emotional and social well-being. This initiative is expected to create long-lasting benefits by strengthening the integration of special needs students into both education and society.