Parental Advocacy in Daily Life Practices: Transformative Learning for The Families of Disabled Erasmus Project

Project Title

Parental Advocacy in Daily Life Practices: Transformative Learning for The Families of Disabled

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Access for disadvantaged; Disabilities – special needs; Social dialogue

Project Summary

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”.

EU Grant (Eur)

Funding of the project from EU: 75540 Eur

Project Coordinator

T.C. Ankara Valiligi / R.T. Ankara Governorship & Country: TR

Project Partners

• Fundacja Agencji Sluzby Spolecznej
• INSTITUT DE HAUTE FORMATION AUX POLITIQUES COMMUNAUTAIRES
• UNIVERSITA DEGLI STUDI DI NAPOLI FEDERICO II