The Disadvantaged Children Research and Application Center aims to conduct research, cooperation, and educational activities for children growing up in disadvantaged conditions. Disadvantage refers to vulnerable situations where the conditions necessary for healthy development (such as educational opportunities, family support, socioeconomic level, access to health services, etc.) are not provided. Access to fundamental rights such as education, health, and socialization should be addressed and supported for disadvantaged children. The inclusive nature of education is essential at this point. Inclusive education is a process that envisages the reorganization of educational institutions and processes to respond to the needs of all children, regardless of their gender, ethnic origin, language, religion, place of residence, health status, socioeconomic status, etc. (Education Reform Initiative, 2016). The United Nations Educational, Scientific and Cultural Organization (UNESCO) states and recommends that policies and programs should be developed and implemented to reach and provide quality education to groups that are likely to face problems at school due to diversity/diversity gender, ethnic/social origin, special education, culture, economic conditions, ability, etc. and to promote inclusive education that eliminates all forms of discrimination. 

The priority of our Center is to contribute to the elimination of inequalities and improvement of the conditions of our children who grow up in disadvantaged conditions, and for this purpose, as stated in Article 28 of the Convention on the Rights of the Child, to develop inclusive educational practices based on social justice, equal opportunity in education, to conduct research, to develop projects, and to be a local, national and international solution partner in cooperation with the stakeholders of the relevant subject, regardless of the ethnic origin, language, religion, gender, exceptional condition, cultural identity of each child. The current situation faced by our children, who are currently growing up in disadvantaged conditions, has become even more difficult during the pandemic process. Therefore, the social-emotional development environments that students are deprived of, their learning losses, and the network of "multiple" problems require a deeper focus on solutions.

References:

Education Reform Initiative, Policy Recommendations for Mainstreaming Inclusive Education in Turkey, 2016.
https://www.unicef.org/turkey/%C3%A7ocuk-haklar%C4%B1na-dair-s%C3%B6zle%C5%9Fme
http://www.iiep.unesco.org/en/inclusive-education