The project
Students with learning disabilities within the scope of the current education practices in our country share the same educational environment with their peers at every stage of education. When the educational status of the individuals who have learning difficulties is evaluated, it is seen that a very large majority of the students mentioned is continuing to the vocational high school after secondary school. These students who are enrolled in the 9th class are trained in this field by selecting a suitable occupation area when they pass a higher class. Taking into account their characteristics, these students are placed in the departments that provide intermediate staff in the service sector such as Public Relations, Marketing, Office Management, Logistics. With the graduate monitoring studies conducted for these students who graduated from our school, it has been determined that none of these students have worked in the fields related to the departments they have graduated. When the education given in the mentioned sectors and the educational materials used are examined, it is seen that the materials that can be used as a guide for the education for the students with learning disabilities are very limited. In this direction, it has been determined that vocational education personnel who are going to give education to students with learning difficulties have difficulties in creating appropriate education experiences, as a result of the "Needs Assessment Survey on Inclusion Education" applied to our teachers.
The fact that many of the training modules used as resources in vocational training are very old-dated and have not been renewed, especially the lack of educational materials that can be used for the students who have learning difficulties in the fields that are mentioned, are creating problems for vocational education personnel. Vocational training can not reach the desired level for these students, who make up almost 5% to 10% of the students enrolled in the vocational high school. In order to plan and sustain a quality education course for these students, it is necessary to improve the qualifications of vocational education personnel in this area. With this project, it is aimed to contribute to the development of vocational qualifications of vocational education personnel working in the departments that provide intermediary personnel in service sector such as Public Relations, Marketing, Office Management, Logistics. In addition to this main purpose, contributing to improving the quality of planned education for students with learning disabilities and contributing to the acquisition of basic competences of the vocational education field for students with learning difficulties are the other important purposes. As PISA director Andreas Schleicher expressed when evaluating the Turkey education system, "if you come from disadvantaged section ,you have only one chance in your life: Receiving good education." In parallel with this opinion, one of the most important issue to be emphasized in education is that the most needy gets the best education and it is necessary that this project should be actualized so that our teachers can be transformed into guides that can develop creative solutions to the problems they experience . This situation in vocational education is not only seen in our country but also in all countries. The evaluation of the teaching methods applied to these students in different countries with the educators with different experiences in a common pool will contribute to the development of vocational education programs applied to these students. It is evident that as long as our teachers are not sufficiently aware of the training methods applied in Europe, they will be lack in preparing students for higher quality educational environments. For this reason, it is very important to ensure that the training staff recognizes the importance of education in Europe. Our participants will have the opportunity to have experience ,see the teaching practices in different countries ,compare with their own schools and apply to our students.
We are faced with a serious shortcoming when our teachers are evaluated for their ability to speak a foreign language. Teachers who speak any foreign language except for their mother tongue are limited to 5% of our staff. This is another area of our school that needs to be developed. With this project, our teachers will realize the importance of learning a foreign language and overcome the prejudices that have occurred in this subject. When the motivation for learning a foreign language is provided, one of the obstacles to the development of an international vision of our institution will be removed.
