The document summarizes the training program for masseurs with visual impairments at the Medical College "Yordanka Filaretova" in Bulgaria. It discusses the history and methods of the program, including lectures, demonstrations, and workshops. It also describes a collaboration with the Marie Curie Association to evaluate the training environment and website through student surveys. Students found the website informative but lacking in information about career opportunities. They recommended adding more content about jobs for the visually impaired.
The document summarizes comparative results from a study between the UK and partner countries (Bulgaria, Greece, Turkey) on the experiences of students with disabilities in post-secondary education. There were significant differences found between the UK and partner countries in the areas of disclosure, self-advocacy, student-centered accommodations, and advice on rights and entitlements. For example, a higher percentage of UK students disclosed their disability before starting their course compared to students in partner countries. The results indicate needs for improved support around disclosure, negotiating accommodations, promoting self-advocacy, advice on equipment, rights, and developing key skills like ICT and numeracy.
This document summarizes the current situation of disabled students at Ahi Evran University in Turkey. It notes that there is currently only one disabled student enrolled out of 2,200 total students, with physical and visual impairments mentioned. The university has no equipment or resources to support disabled students such as Braille materials, tape recorders, or an accessible digital library. Standards and policies need to be developed in consultation with disabled students and representatives to ensure accessibility to teaching, assessment, examinations, facilities and information for disabled students across the university.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
The document summarizes the training program for masseurs with visual impairments at the Medical College "Yordanka Filaretova" in Bulgaria. It discusses the history and methods of the program, including lectures, demonstrations, and workshops. It also describes a collaboration with the Marie Curie Association to evaluate the training environment and website through student surveys. Students found the website informative but lacking in information about career opportunities. They recommended adding more content about jobs for the visually impaired.
The document summarizes comparative results from a study between the UK and partner countries (Bulgaria, Greece, Turkey) on the experiences of students with disabilities in post-secondary education. There were significant differences found between the UK and partner countries in the areas of disclosure, self-advocacy, student-centered accommodations, and advice on rights and entitlements. For example, a higher percentage of UK students disclosed their disability before starting their course compared to students in partner countries. The results indicate needs for improved support around disclosure, negotiating accommodations, promoting self-advocacy, advice on equipment, rights, and developing key skills like ICT and numeracy.
This document summarizes the current situation of disabled students at Ahi Evran University in Turkey. It notes that there is currently only one disabled student enrolled out of 2,200 total students, with physical and visual impairments mentioned. The university has no equipment or resources to support disabled students such as Braille materials, tape recorders, or an accessible digital library. Standards and policies need to be developed in consultation with disabled students and representatives to ensure accessibility to teaching, assessment, examinations, facilities and information for disabled students across the university.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
M.E. Mutlu, “Uzaktan Öğretimde Farklı Yaklaşımlar – Bilgi Yönetimi Önlisans Programı”, “E-Eğitim: Türkiye Denemeleri” Panelinde yapılan sunum, İnet-Tr 2002: VIII. Türkiye’de İnternet Konferansı, Harbiye Askeri Müze ve Kültür Sitesi, İstanbul, 19-21 Aralık 2002.
The document summarizes the results of a comparative study between the UK and partner countries (Bulgaria, Greece, Turkey) on the experiences of students with disabilities in post-secondary education. There were significant differences found between the UK and partner countries in the areas of disclosure, self-advocacy, student-centered accommodations, and knowledge of rights and support for skill development. For example, a higher percentage of UK students disclosed their disability before starting their course compared to students in partner countries. The results indicate needs for improved support around disclosure, negotiating accommodations, self-advocacy training, advice on rights and equipment needs.
Q4S s the process of collating the datamcabulgaria
The document summarizes the methods used by project partners in different countries to collect data through a questionnaire on barriers disabled students face. Partners in the UK emailed 600 contacts and redistributed but only received 35 responses, while partners in Bulgaria and Greece had more success with face-to-face interviews. Partners in Turkey used a mix of 57% face-to-face interviews and 43% emails after explanatory phone calls, ultimately collecting responses from 175 people total.
M.E. Mutlu, “Uzaktan Öğretimde Farklı Yaklaşımlar – Bilgi Yönetimi Önlisans Programı”, “E-Eğitim: Türkiye Denemeleri” Panelinde yapılan sunum, İnet-Tr 2002: VIII. Türkiye’de İnternet Konferansı, Harbiye Askeri Müze ve Kültür Sitesi, İstanbul, 19-21 Aralık 2002.
The document summarizes the results of a comparative study between the UK and partner countries (Bulgaria, Greece, Turkey) on the experiences of students with disabilities in post-secondary education. There were significant differences found between the UK and partner countries in the areas of disclosure, self-advocacy, student-centered accommodations, and knowledge of rights and support for skill development. For example, a higher percentage of UK students disclosed their disability before starting their course compared to students in partner countries. The results indicate needs for improved support around disclosure, negotiating accommodations, self-advocacy training, advice on rights and equipment needs.
Q4S s the process of collating the datamcabulgaria
The document summarizes the methods used by project partners in different countries to collect data through a questionnaire on barriers disabled students face. Partners in the UK emailed 600 contacts and redistributed but only received 35 responses, while partners in Bulgaria and Greece had more success with face-to-face interviews. Partners in Turkey used a mix of 57% face-to-face interviews and 43% emails after explanatory phone calls, ultimately collecting responses from 175 people total.
Q4S s the process of collating the datamcabulgaria
The document summarizes the methods used by project partners in different countries to collect data through a questionnaire on barriers disabled students face. Partners in the UK emailed 600 contacts but only received 35 responses, requiring redistribution. Bulgarian partners conducted face-to-face interviews successfully. Greek partners interviewed 40 people face-to-face. Turkish partners interviewed people both face-to-face (57%) and by email (43%) after initial phone conversations. In total, 175 people answered the questionnaire.
The document summarizes the training program for masseurs with visual impairments at the Medical College "Yordanka Filaretova" in Bulgaria. It discusses the history and methods of the program, including lectures, demonstrations, and workshops. It also describes a collaboration with the Marie Curie Association to evaluate the training environment and website through student surveys. Students found the website informative but lacking in career information. They recommended adding forums and expanding the age range and career guidance.
The document discusses issues facing students with special needs in Turkish schools based on perceptions of inclusive education practices in Turkey. It identifies lack of trained professionals, teacher education, community awareness, accommodations, and legislation as barriers. Mainstream teachers are willing but lack resources and training, and removing students is still common. Early intervention and specialized support are needed to improve inclusive practices as required by law.