Equal opportunities for young deaf people in Europe has been the focus of our work. In this project we have researched in the field of social and labor inclusion, and the interaction of our deaf students with the hearing students. We have compared the different situations in different countries and schools to see if inclusion is possible and if our deaf and hard-of-hearing students have any chance of living a normal life among hearing people once they leave school. We have observed what students experience in their post-secondary education or vocational training and also the difficulty that it entails for them to find an adequate job and how they work in them. One of the main questions we initially raised was: is Europe ready to accept deaf people as a workforce? We have done research on how and how many deaf people go to university or achieve a degree in Vocational Training. We wanted to demonstrate that deafness is an important disability, since it can affect the person cognitively, and when the attention to this fact is late, as is the case of most children in many countries, they reach secondary school with a low level educational, that connected to his poor command of oral language, makes insertion very difficult. And in the case of people with hearing problems, an invisible disability, teachers who are not familiar with them tend to think that they are distracted, lazy or not interested in different subjects.We have also compared the different ways in which schools prepare students for life after high school, do we have enough equipment for our students, with knowledge and realistic ideas about opportunities? Are they prepared for the obstacles they will face and are they strong enough to overcome them?In this project, we have also worked with hearing students. Some of the participating schools are exclusively for the deaf, while others have only a small department dedicated to them. Schools with deaf students exclusively have the capacity to organize activities at the local level of greater importance.With the mobility of students in this project has been achieved:1. Development of a social network.2. Obtain international experience (traveler) and European awareness.3. Practice international communication with the help of sign languages ​​and English (written and spoken).4. Use modern means in our own international network (through Facebook, Skype and the blog we have). This is an additional aspect of great relevance that directly improves the lives of our students and broadens their horizons.Three things stand out in this project:1. We have worked with students with total deafness and students with hearing and language problems, who can compare their experiences and establish ideas for early integration in an attractive way for young people, how they can help each other, where they can cooperate, being active in the search for ideas and solutions.2. Students have participated in this project during their study time in high school. By making them part of the project, we have given them a different role, have been our fellow researchers, helping others in the future or helping each other.3. We have shared with all European schools the results and the intercultural idea of ​​the deaf. We have dealt with a linguistic minority in each country, with a culture and society that does not always understand its difficulties and helps integration.

The European Commission’s 2020 Strategy Report highlights three mutually reinforcing priorities for Europe: smart, sustainable and inclusive growth. This project is largely compatible with those priorities. To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aims to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generate both definitive results and tools that serve teachers in guiding students’ enhancement of their NML skills. The context of the project is that of ‘new media’, which plays a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provides increased communication opportunities but on the other hand, it exposes users to the risks and dangers of the dark side of the digital world. Thus, NML represents a critical field as new media forms are becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aims to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, is to enhance NML skills of teachers in order to best mediate knowledge for students. To achieve the objective, the first activity will be a TPM in Turkey. The second (LTT) will take place in Italy and the third (LTT) in the Netherlands. The last LTT will be organized in Turkey. Each partner will be responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners will introduce their countries and organizations and decide on the interview questions to be applied to teachers in their home countries. The LTT in Italy will include; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands will comprise a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey will include the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs will involve a local stakeholder visit and a cultural tour. Partners (scholars, teachers, and representatives from Bornova District National Education Directorate) will participate in all four events. At the TPM, the Turkish partners will participate with their full project teams each foreign partner will participate with one representative. At the LTTs, the directorate will have two participants, Ege University four, University of Florence two, Istituto Enrico Medi three, and the remaining partners will have one representative each. While introducing the online platform at the final LTT, local stakeholders will also be available. At the last LTT, Turkish partners will attend with more participants in order to increase the dissemination since it does not necessitate an extra budget. Finally, all partners are expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods will be used in the project. The quantitative method involves measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method will be used to understand best practices and what meanings teachers attribute to new media. Trained teachers are expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students will learn how to think creatively, develop innovative ideas and even create a digital start-up, designed to fight unemployment. Teachers with NML skills are also expected to begin to use more technology-based contemporary teaching methods. Project results will be transferred onto an online platform, where teachers will be able to access all the necessary materials on a single platform that will function as a long-term sustainable information source.