How to develop serious games for social and cognitive competence of children with learning difficulties

In this paper some experiences are described, from requirements gathering to design and implementation, in the European project 'Intelligent Serious Games for Social and Cognitive Competence'. The main goal of the project is to develop serious games for social and cognitive competence of children with learning difficulties. The aim of these games is to teach youth with mild disabilities about social skills, basic skills, key cognitive competence skills and work skills. Using these interactive mobile games and 3D simulations helps the social integration and personal development of these children and youth. The project uses serious games and 3D simulations so that teaching and learning becomes interesting, playful, attractive and efficient

Sim Handbook - A practical guide for applying Social Marketing in the disability sector

This handbook is one of the outputs of the SIM project, funded by the European Erasmus+ Programme (grant ID 2019-1-PT01-KA204-060716), which tackles the need to improve the social inclusion of disadvantaged groups, specifically those with disabilities. The handbook can be used as guided course curriculum or as a self-study book. The handbook will contribute to social sector to integrate a methodology very useful to tackle problems from a practical perspective. THE HANDBOOK IS DESIGNED FOR: • Social educators in charge of improving the competences of disadvantaged groups (midstream level) and their supervisors (strategic level). In other words, people working in social inclusion about social inclusion programmes as well as front line professionals. • University Professors who integrate it into their curricula of marketing, health, and social marketing studies. THE HANDBOOK IS AIMED TO BENEFIT: • Midstream level professionals: social educators such as social workers, psychologists, occupational therapists and employment mediators which directly work improving the competences of people with disabilities. The relationships developed in the disability sector between front-line professionals and customers are unique, genuine and long-lasting; and • Upstream level professionals: decision takers, managers of organizations, training program developers who supervise the tasks of educators, providing the training needed organizational resources. THE HANDBOOK WILL IMPROVE THE COMPETENCES OF SOCIAL EDUCATORS AND COORDINATORS TO: a) social marketing techniques and strategies; b) the English language; c) dealing with social inclusion problems from a different perspective; d) critical thinking; e) searching for and making use of relevant, trustworthy information2019-1-PT01-KA204-06071

Pedagogical strategy. Social marketing for social inclusion: case studies

The Social Inclusion Marketing (SIM) Project, which is financed by the Erasmus+ Programme, is the outcome of a concerted 3-year effort between partners and specialists who have developed specialized training on social marketing strategies to put into practice in social organizations. In sum, the motto is Social Marketing for Social Inclusion. It builds on the experience and expertise of four partner organizations – two universities and two nonprofit institutions working with people with disabilities. Their approach is based on practical training and study cases learning, action research and inter-disciplinary thinking. The project was designed to integrate the theoretical framework of social marketing and social inclusion fields to provide better services and quality of life of people with disabilities and their families. It focuses on looking through the needs of disability professionals when faced with a problem and finding solutions under the social marketing lens.2019-1-PT01-KA204-06071

Analysis of cognition structure of students having emotional, behavioral and learning difficulties: aspect of international experience

The article presents the international research on cognition and the situation analysis of students who have emotional, behavioral and learning difficulties that lead to early school dropout. The main features of students who are not motivated for school attendance are problems in the family environment and behavioral manifestations that lead to social conflicts. The method of the in-depth interview was applied during multiple individual meetings with the student. Twenty-one students from four EU countries at the age from 13 to 20 years took part in the research. It was set that the student’s difficulties and strengths at school, de-motivational and motivational aspects, weak points, problems of positive self-evaluation, coping strategies, helping thoughts, advice and wishes about future are the main inner psychological problems that are reflected in the student’s acting in their environment

Abstracts Of The Proceedings And The Posters From The Third Scientific Session Of The Medical College Of Varna

October 2-3, 201