HDMI- How Disorders Make Ignored?

The project titled "How disorders make ignored" is the answer: how to work with disable students and what methods use to solve the problem. When teachers learn about techniques and methods of working with a disabled student who suffers from dyslexia, dyscalculia, dysgraphia, or even depression, cognitive processes develop ways of coping with different situations.They started and become more qualified, gaining high competence, domination and skills. By using these tools, they also improved their digital literacy. Participants developed analytical and spatial thinking skills. Teachers who develop these skills can keep pace with development and meet age expectations. These may be individuals who can answer, research, question and update themselves, and have a developed sense of self-confidence. Also comprehensive with the integration of small projects They have been able to develop large product-oriented projects by developing the habit of creating solutions to problems. Our participants learnt by making and teaching methods and technics: how to manage the disability?. They developed their learning habits and culture and at the same time enhance the success of the institution by transferring that culture to their institutions.

Expected results of the activity on participants: * Explain the benefits of digital-based learning - dyspraxia, * Explain the successful use of digital games as a learning resource - dyslexia, * Can use technology to develop material - dysgraphia, * Develop their competence in using technology in the field of mathematics - dyscalculia, * Develop problem solving skills - depression, * Ability to organize and analyse information logically, * Develop writing and analytical thinking skills, * Learn to work collaboratively, * Teachers can prepare educational activities in line with their needs, * It can increase self-efficacy for technology integration, * Develop the skills of thinking about what to teach and how to offer solutions, * Design an assessment tool for a different assessment approach, * Evaluate design studies according to learning objectives, * Generalize and transfer the problem solving process to other problems. * Using technology resources with self-management and problem-solving focus, * Recognizing the intelligent behaviour model of the computer and gaining the engineering design processes, * Being able to make their own solutions with the development of their competencies,

The activities implemented in our institutions: * New generation digital measurement materials that support metacognitive skills so that they can get the desired results in exams development, * Enrichment of communication skills and easier adaptation to technological developments, * Development of language skills and cultural capacities in the EU dimension of teachers; * Creating a new interdisciplinary learning club with the digital guide booklet and providing meetings with experts. * They are active people who do not give ready information to their students and direct them to a quality and diverse information source. * Conferences and workshops for all teachers aimed at disseminating the project's assumptions and familiarizing the teaching staff with methods and techniques of educating disabled students.

Thanks to our project we achieved: - awareness of at least 80% of our participants in the field of prevention and fight against new technology diseases that are caused by excessive use of the Internet and technological devices - ability to define symptoms of diseases, identify students with symptoms of diseases, search therapeutic methods for these diseases -knowledge about school failure, dropout and self-isolation from the school environment of our students resulted from new technological diseases - awareness of at least 80% of our participants about cyberbullying and personal data protection Internet -Improved critical thinking and digital media literacy skills for at least 70% of our participants -improve the "time management skills" of at least 60% of our participants so that they can use their time more effectively technological devices -developing an international strategy to combat addiction to technological devices and the Internet -encouraging at least 60% of our youth to participate in scientific, social, cultural, sports and artistic activities as: an alternative to the abuse of technology and the Internet - developing a book guide for teachers, parents and students on working at school with students with deficits