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[id] => 2
[link] =>
[name] =>
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[name] => Online resources
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[0] => Array
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(
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(
)
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[1] => Array
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(
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(
)
)
[3] => Array
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(
)
)
[4] => Array
(
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(
)
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[5] => Array
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[1] => Array
(
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[2] => Array
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(
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[3] => Array
(
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(
)
)
[4] => Array
(
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)
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[5] => Array
(
[id] => 239
[link] => https://edoc.coe.int/en/239-efficiency-of-justice
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(
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[6] => Array
(
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[name] => International law
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)
[4] => Array
(
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(
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(
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[link] => https://edoc.coe.int/en/194-living-together-diversity-and-freedom-in-europe
[name] => Living Together - Diversity and Freedom in Europe
[desc] =>
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(
)
)
[1] => Array
(
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[link] => https://edoc.coe.int/en/195-european-social-charter
[name] => European Social Charter
[desc] =>
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(
)
)
[2] => Array
(
[id] => 205
[link] => https://edoc.coe.int/en/205-drugs-and-addictions
[name] => Drugs and addictions
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 196
[link] => https://edoc.coe.int/en/196-migration
[name] => Migration
[desc] =>
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(
)
)
[4] => Array
(
[id] => 197
[link] => https://edoc.coe.int/en/197-council-of-europe-development-bank
[name] => Council of Europe Development Bank
[desc] =>
[children] => Array
(
)
)
[5] => Array
(
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[link] => https://edoc.coe.int/en/222-lgbt
[name] => LGBT
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(
)
)
[6] => Array
(
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[link] => https://edoc.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
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(
)
)
[7] => Array
(
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[link] => https://edoc.coe.int/en/190-gender-equality
[name] => Gender equality
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(
)
)
)
)
[5] => Array
(
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[link] => https://edoc.coe.int/en/198-new-technologies-medias
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[desc] =>
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(
[0] => Array
(
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[link] => https://edoc.coe.int/en/199-internet
[name] => Internet
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)
)
[1] => Array
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[link] => https://edoc.coe.int/en/200-children-and-the-internet
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)
)
[2] => Array
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[link] => https://edoc.coe.int/en/201-media
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(
)
)
[3] => Array
(
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[link] => https://edoc.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
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(
)
)
[4] => Array
(
[id] => 410
[link] => https://edoc.coe.int/en/410-artificial-intelligence
[name] => Artificial intelligence
[desc] =>
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(
)
)
)
)
[6] => Array
(
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[link] => https://edoc.coe.int/en/203-health
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(
[0] => Array
(
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[link] => https://edoc.coe.int/en/204-bioethics
[name] => Bioethics
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(
)
)
[1] => Array
(
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[link] => https://edoc.coe.int/en/206-medicines
[name] => Medicines
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(
)
)
[2] => Array
(
[id] => 207
[link] => https://edoc.coe.int/en/207-health-care
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(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://edoc.coe.int/en/208-culture-heritage-nature
[name] => Culture, heritage, nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://edoc.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://edoc.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 212
[link] => https://edoc.coe.int/en/212-environment
[name] => Environment
[desc] =>
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(
)
)
[3] => Array
(
[id] => 214
[link] => https://edoc.coe.int/en/214-culture-and-democracy
[name] => Culture and democracy
[desc] =>
[children] => Array
(
)
)
[4] => Array
(
[id] => 397
[link] => https://edoc.coe.int/en/397-cultural-heritage
[name] => Cultural heritage
[desc] =>
[children] => Array
(
)
)
)
)
[8] => Array
(
[id] => 215
[link] => https://edoc.coe.int/en/215-the-council-of-europe-and-the-european-union
[name] => The Council of Europe and the European Union
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 216
[link] => https://edoc.coe.int/en/216-different-roles-shared-values
[name] => Different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 217
[link] => https://edoc.coe.int/en/217-partnerships
[name] => Partnerships
[desc] =>
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(
)
)
)
)
[9] => Array
(
[id] => 218
[link] => https://edoc.coe.int/en/218-minority-rights
[name] => Minority rights
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(
[0] => Array
(
[id] => 219
[link] => https://edoc.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
)
[1] => Array
(
[id] => 220
[link] => https://edoc.coe.int/en/220-minority-languages
[name] => Minority languages
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(
)
)
[2] => Array
(
[id] => 221
[link] => https://edoc.coe.int/en/221-roma-and-travellers
[name] => Roma and Travellers
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(
)
)
)
)
[10] => Array
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[link] => https://edoc.coe.int/en/224-education
[name] => Education
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[id] => 226
[link] => https://edoc.coe.int/en/226-teaching-history
[name] => Teaching History
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[1] => Array
(
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[link] => https://edoc.coe.int/en/393-human-rights-democratic-citizenship-and-interculturalism
[name] => Human rights, democratic citizenship and interculturalism
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(
)
)
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[link] => https://edoc.coe.int/en/394-language-learning
[name] => Language learning
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(
)
)
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[id] => 398
[link] => https://edoc.coe.int/en/398-teacher-education
[name] => Teacher education
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(
)
)
)
)
[11] => Array
(
[id] => 382
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[name] => Youth
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(
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(
[id] => 392
[link] => https://edoc.coe.int/en/392-youth-in-europe
[name] => Youth in Europe
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)
)
[12] => Array
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[name] => Sport for all
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)
[1] => Array
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[name] => Doping
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)
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[name] => Violence in sport
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(
)
)
)
)
[13] => Array
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[link] => https://edoc.coe.int/en/240-institutions
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(
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[1] => Array
(
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(
)
)
[2] => Array
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(
)
)
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)
1
Catalog
İki tık ileri ve bir tık geri (Two clics forward and one click back Turkish version) (2024)
Report on children with disabilities in the digital environment: children with disabilities reveal their experiences in the digital environment
The report describes the experiences of children with intellectual, physical, hearing and visual impairments. It analyses the challenges they face and provides recommendations to the States, digital industry, health services and academic institutions on how to ensure the safe access to the digital environment for these children.
Young people throughout Europe are growing up in a digital world, with one in three Internet users worldwide being under 18 years old. The digital and online lives of children with disabilities are very similar to those of children without disabilities, and they almost never disclose their disability online, the survey found. Their experiences in learning and spending leisure time online are hugely diverse and include playing musical instruments, cooking and gardening.
However, while benefiting from the digital environment, such children can also be disproportionally disadvantaged, even if they do not consider themselves more exposed to potential online risks than their peers without a disability. This calls for far greater attention to be paid by governments, the digital industry, schools and healthcare services to the rights of children with disabilities.
The report describes the experiences of children with intellectual, physical, hearing and visual impairments. It analyses the challenges they face and provides recommendations to the States, digital industry, health services and academic institutions on how to ensure the safe access to the digital environment for these children.
Young people throughout Europe are growing up in a digital world, with one in three Internet users worldwide being under 18 years old. The digital and online lives of children with disabilities are very similar to those of children without disabilities, and they almost never disclose their disability online, the survey found. Their experiences in learning and spending leisure time online are hugely diverse and include playing musical instruments, cooking and gardening.
However, while benefiting from the digital environment, such children can also be disproportionally disadvantaged, even if they do not consider themselves more exposed to potential online risks than their peers without a disability. This calls for far greater attention to be paid by governments, the digital industry, schools and healthcare services to the rights of children with disabilities.
YÖNETİCİ ÖZETİ
1. GİRİŞ
2. ARAŞTIRMA YÖNTEMLERI
3.ANA BULGULAR
EK 2: ODAK GRUP PROGRAMI
1. GİRİŞ
2. ARAŞTIRMA YÖNTEMLERI
3.ANA BULGULAR
3.1 Çocukların dijital ortamdaki deneyimleri
3.2 Çeşitlilik
3.3 Dijital kazanımlar
3.4 Dijital dezavantaj
3.5 Süreksizlik ve kesinti
3.6 Bir engelliliğin açıklanması
3.7 Tehlikeyle başa çıkma
3.8 Karar verme
4.SONUÇLAR VE ÖNERİLER
4.1 Hükümet eylemi
4.2 Dijital sektör
4.3 Akademik kurumlar ve okullar
4.4 Sağlık hizmetleri
EK 1: KATILIMCI MATRISI EK 2: ODAK GRUP PROGRAMI
Report on children with disabilities in the digital environment: children with disabilities reveal their experiences in the digital environment
The report describes the experiences of children with intellectual, physical, hearing and visual impairments. It analyses the challenges they face and provides recommendations to the States, digital industry, health services and academic institutions on how to ensure the safe access to the digital environment for these children.
Young people throughout Europe are growing up in a digital world, with one in three Internet users worldwide being under 18 years old. The digital and online lives of children with disabilities are very similar to those of children without disabilities, and they almost never disclose their disability online, the survey found. Their experiences in learning and spending leisure time online are hugely diverse and include playing musical instruments, cooking and gardening.
However, while benefiting from the digital environment, such children can also be disproportionally disadvantaged, even if they do not consider themselves more exposed to potential online risks than their peers without a disability. This calls for far greater attention to be paid by governments, the digital industry, schools and healthcare services to the rights of children with disabilities.
The report describes the experiences of children with intellectual, physical, hearing and visual impairments. It analyses the challenges they face and provides recommendations to the States, digital industry, health services and academic institutions on how to ensure the safe access to the digital environment for these children.
Young people throughout Europe are growing up in a digital world, with one in three Internet users worldwide being under 18 years old. The digital and online lives of children with disabilities are very similar to those of children without disabilities, and they almost never disclose their disability online, the survey found. Their experiences in learning and spending leisure time online are hugely diverse and include playing musical instruments, cooking and gardening.
However, while benefiting from the digital environment, such children can also be disproportionally disadvantaged, even if they do not consider themselves more exposed to potential online risks than their peers without a disability. This calls for far greater attention to be paid by governments, the digital industry, schools and healthcare services to the rights of children with disabilities.