"<< Background >>We apply for this project because we believe we can contribute to making a difference in the situation of teachers and students, by strengthening resilience, reinforcing competencies for a (post)crisis context and supporting their wellbe¬ing. We plan to address some of the urgent needs generated by the COVID-19 crisis in education, which disrupted learning across the globe and highlighted that the future of learning, and the accelerated changes in modes of delivering quality education, cannot be separated from the imperative of leaving no one behind, including children and youth but also teachers. When schools shuttered, teachers were immediately tasked with implementing distance learning modalities, often without sufficient guidance, training, or resources. Educators struggled with developing ICT skills, facilitating quality distance learn¬ing; preserving their physical and mental health while supporting their students; and, especially in the case of female teachers, coping with increased workloads and family responsibilities.<< Objectives >>By implementing the project we plan to enhance wellbeing, resilience and motivation to create and embrace the innovative mindset. Educators, higher education teachers and their last year students will become more reflective, mindful and invested in creating a positive educational environment for themselves, their peers and learners. They will feel better prepared to face the post-Covid19 educational realities and to support learners and their peers. The actual outcomes will translate into the wellbeing and resilience of children, youths drawing from the innovative, reflective mindsets of their educators, whose wellbeing and mindfulness will cascade to the end-beneficiaries. By doing this we will also contribute to reinforcing inclusive educational ecosystems; foster inter‐university cooperation and internationalization efforts; strengthen consultation and communication mechanisms between educational institutions and countries and enhance the role of universities in producing research and enabling the circulation of knowledge to foster pedagogical innovation in a post-covid scenario.<< Implementation >>The activities include: mapping needs and concerns of both teachers and students through an online survey that will constitute part of the initial diagnosis; creating focus groups with relevant purposely targeted participants of the education process on different levels of education to identify their needs and expectations; analysis of initial survey data and focus groups; writing reports. Design and production of Promotional materials; planning and organization of the first Interdisciplinary Training Event; that will address issues highlighted during the mapping exercises and test and discuss proposed solutions and tools with the learners, higher education staff from participating universities and local youths from the host country. During the event, we will collaborate to improve and enhance the tools and solutions and to create new innovative ones together. It will be a learning step leading towards the next training event. We will use self-reflectivity toolkits, design thinking, mind maps and wellbeing workshops in order to build resilience, elasticity and enhance soft skills for teachers and equip them with ideas for the regeneration of education and for supporting the emotional needs of their peers and learners. All of these will foster social inclusion and combat the adverse effects of isolation and strain during COVID-19 pandemic. A second training event will be implemented to address issues highlighted during the mapping exercises and during the first training event. We treat both events both as tutoring and as learning tools to perfect our final outcomes and provide the best quality, adequate and innovative support for educators that can be cascaded to learners and their peers. We will once again test and discuss proposed solutions and tools with the new group of learners, higher education staff from participating universities and local youths from the host country. It is a learning spiral which advances project outcomes and gives us more first-hand information to continue our work with. Project results, outcomes and recommendations will be embodied in a final report, brochures, video materials and papers and disseminated through individual and collective presentations in an international conference, seminars and academic events, but also in the media and social network; amongst them:- Creation of online resource with research results, support materials for educators such as papers, brochures and video materials (Research Report and Training Course Curriculum will be included as separate outcomes) -Publishing Joint paper in a peer-reviewed journal presenting research results-Publishing Joint paper in a peer-reviewed journal presenting the learning cycle within the training events-Organizing Multiplier Event: International Conference disseminating project results: ""EDUCATORE+ for wellbeing and resilience in education""- Organizing Multiplier Event: Best practice International Scientific Seminar online- Organizing Multiplier Event: Best practice seminar for Romanian Teachers in the Romanian Language; Best practice seminar for Polish Teachers in the Polish Language.<< Results >>The overall expected outcome will be the increased quality of education and training for educators and academic teachers, enhanced resources and skills to cope with the consequences of COVID-19 crisis, the creation of an innovative, reflective mindset for teaching and learning promoting the wellbeing and resilience of educators and the learners and therefore mitigating adverse effects of the pandemic. The innovative mindset is supported by palpable toolkits and materials. The project will lead to improved provision of basic and transversal skills amongst project participants (educators, learners, academics) such as interpersonal, social, civic, intercultural and language competencies, critical and therefore reflective thinking, that will be transferable to indirect project beneficiaries (end-process educators and learners); the results include increased awareness and openness to social diversity and increased inclusiveness and accessibility of education systems and possibilities, improving the educational experience for educators and learners. This should have an impact on reinforced interaction between practice, research and policy in participating countries with the possibility of countrywide and national scalability of the project results. The participants will improve competencies, linked to occupational profile in the field of education, increasing opportunities for professional development; increased motivation and satisfaction in daily work; reflexivity will help project participants gain greater understanding and responsiveness to all kinds of diversity, to foster social inclusion, and for these directly involved during the project will increase their competence in English as the foreign language. We will create joint solutions based on participating countries experiences and knowledge. Participants will experience positive change in their wellbeing, resistance and motivation to create and embrace the innovative mindset. Educators, higher education teachers and their last year students will become more reflective, mindful and invested in creating a positive educational environment for themselves, their peers and learners. They will feel better prepared to face the post-Covid19 educational realities and to support learners and their peers. The actual outcomes will translate into the wellbeing and resilience of children, youths drawing from the innovative, reflective mindsets of their educators, whose wellbeing and mindfulness will cascade to the end-beneficiaries. Other stakeholders will be able to use the project outcomes on a larger scale to create positive social change. Participating organizations will include the project outcomes in the teaching curriculum, gaining new, innovative materials and methodologies of working with children and youth. Moreover, by doing so participating organizations will maintain and strengthen their position as the regional leaders in educational innovation."

People with learning disabilities encounter many difficulties in their employment process; nevertheless, SpLD people constitute an important potential to contribute to the economy and the labour market. It is shown, indeed, that vocational training and valuable work experience are useful tools for successful integration into the community. Training is considered one of the most important ways to achieve optimal employability. In several countries the training offer is rich and varied, but there are problems that severely limit the subsequent process integration work. People with disabilities often encounter attitudinal and environmental barriers which do not allow their full active and equal participation in society. The fact that a fifth of the working age is unemployed due to disabilities is a critical issue in as much as it is accepted that many disabled people are able to work if they are given the proper support. TI4PeS is a project developed by a cooperation between an NGO, University, SME and VET Providers from 5 different countries: Sweden, Italy, Bulgaria, Portugal and Poland. The main objective was sharing knowledge and experience between partners on how to increase the capabilities of people with learning disabilities for employment and improve VET students with SpLD skills about ICT and software development; and VET teachers about SpLD issues. The project had the intent to foster transnational cooperation in order to deliver quality and innovative training material in the field of learning disabilities.The results of this project led to the creation of several products functional to the processing of the contents of the platform.Output 1: led to the creation of a report in which each country presented the national situation regarding the world of SpLD, and its inclusion in the school world in the VET field. The overview of this research study has led to an understanding of the needs within each country regarding the scope of ICT as well.Output 2: Led to the creation of a theoretical manual of SpLD knowledge, usable by teachers and trainers who need to understand how to recognize cases of SpLD.Output 3: After data processing and theoretical study, the practical aspect that was focused on was the production of practical and concrete tools to be used in the classrooms for the use of the platform and for the creation of a good working environment in the classroom : teaching PLAN, with observation boards to work on the effectiveness of the platform's content, and inclusion PLAN, useful teacher tools to create a good working environment in the classroom through games and activities. In addition, the contents of ICT (Word, Power Point, Excel, and HTML) have been processed in this output to be inserted into the platform.Output 4: The goal of this output was to test the platform content processed by the partnership. It was done in Portugal and Italy in classes with students with SpLD, with trainers who gave real lessons in the classroom, all under observation that took place through those tools processed in the previous output.Output 5: The goal was to create the e-learning platform. It can be used by teachers and students, allowing you to take advantage of content, create new ones and share them. This allows you to disseminate the necessary materials for lessons according to the needs of the students, so that they are understandable to students with SpLD.The project targets mainly people that are looking for vocational education to access the labor market in order to foster their employability. Another target group were VET trainers that will be trained, even if the project is over, in order to be able to follow the trainee in his/her education path on the online platform as e-tutors. E-tutors will evaluate the learners at the end of each module and at the end of the overall e-training course. The on-line platform is in fact available and open to those that will want to use it in the classroom with student with SpLD. The online training modules offer the necessary theoretical background about ICT and some skills of software development, together with case studies that will prepare the learner before the practical experience. The project is also boosting the supply of suitably qualified VET trainers, and it allow the enhancement of skills in an up-to-date and European framework. Some of our stakeholders found very useful and helpful this platform and the contents created. Institution, schools, association that work in the field of SpLD wanted to use the platform and upgrade contents that can use for train and teach. This partnership was also disseminating the project’s results in terms of the establishment of innovative and qualitative training methods in a European level. Public and private authorities could also be benefited by the use of the project’s results.

"The aim of the project was to exchange experiences and good practices in the organization of the didactic process using the new learning methods available through the use of Innovation Labs in didactics of professional and specialized subjects.This goal was achieved through the creation of new laboratories in partner institutions, the training of special education teachers on the use of i-Lab in the didactic process, the implementation of i-Lab for the teaching of special education teachers and persons with special educational needs.Project Partners:The Maria Grzegorzewska Pedagogical University, Poland – Leader of the projectThe Institute for Sustainable Technologies – National Research Institute, PolandCEIPES – International Centre for the Promotion of Education and Development, ItalyCJD Maximiliansau, GermanyPalacký University Olomouc, Czech RepublicActions implemented in partnership:A study and report on the "" Organizational and educational teachers needs of disabled people"" has been carried out. It allowed for the adoption of such solutions within the framework of the project, which was most responsive to the diagnosed needs. The research was conducted in partner countries. The report was made available on the project page.Four new Innovation Laboratories have been launched. The partner institutions (APS-PL, CZ, DE, IT) have arranged a specially space in line with the operating principles of Innovation Laboratories. The laboratories are equipped with the special computer hardware and materials to develop creativity and stimulate creative thinking.The laboratories are equipped with the right computer hardware and materials to develop creativity and stimulate creative thinking. Two new language versions (Italian and Czech) of VirtualBrainstorm software (VBS) have been developed. This is the basis for the functioning of the Innovation Laboratory.Software was created for the needs of ITeE-PIB in Radom Laboratory of Innovation, and was made available to Partners. Training has been conducted in the field of VBS software administration and i-Lab session moderated (facilitating). Scenarios of the use of the Innovation Laboratory in the didactic process were developed and implemented. Innovation laboratories have been implemented in the practice of teaching special education pedagogy and people with special educational needs.The role of partners: The Maria Grzegorzewska Pedagogical University – Leaderorganizing and conducting research ""Organizational and educational teachers needs of disabled people"", launching the Innovation Laboratory, creating a website as an information and communication platform, organizing a series of demonstration sessions aimed at presenting the use of i-Lab in the didactic process, the development of scenarios for the use of the Innovation Laboratory in the didactic process, the implementation of i-Lab to the practice of teaching special education pedagogy and people with special educational needs.The Institute for Sustainable Technologies – National Research Institute supervising and supporting the process of launching Innovation Labs and implementing them into practice, developing new software language versions and providing partner’s software, project evaluation, organizing and conducting software training for administrators and facilitators of the i-Lab session, providing support for facilitators of organization i-Lab sessions.CEIPES – International Centre for the Promotion of Education and Development, Italy ; CJD Maximiliansau, Germany; Palacký University Olomouc, Czech Republicparticipating in the research "" Organizational and educational teachers needs of disabled people"", launching the Laboratory of Innovation, organizing a series of demonstration sessions aimed at presenting the possibilities of using i-Lab in the didactic process, developing scenarios of using the Innovation Laboratory in the didactic process, implementing i-Lab to practices of teaching special education pedagogy and people with special educational needs. Palacký University Olomouc and CEIPES develop new language versions of the software.Results achieved / project outputs:Research report "" Organizational and educational teachers needs of disabled people""4 new Innovation LaboratoriesIncrease of qualifications of partner institutions teaching staffTwo new language versions (Italian and Czech) of VirtualBrainstorm software (VBS)A series of demonstration sessions presenting the potential of i-Lab in the didactic processScenarios of using the Innovation Laboratory in the didactic processWebsite as an information and communication platformDocumentation related to project management and project evaluation. The results and experiences resulting from the project were presented during thematic scientific conferences and articles published in national and international scientific journals."

"<< Background >>The World Health Organization takes a broad view of health, stating that ""health is a state of complete physical, mental and social well-being and not merely the absence of disease and infirmity"". In doing so, it draws attention to the need to view health as the outcome of influences in addition to biomedical health care and management. Such a view is equally applicable to people with intellectual disabilities.World Health Organization, International Association for the Scientific Study of Intellectual Disabilities (IASSID) and Inclusion International (II) prepared a summative report on healthy ageing for adults with intellectual disabilities. In this report [1], Disadvantaged subgroups of ageing adults with intellectual disabilities are at particular risk. In many nations, older adults with severe and profound impairments are disregarded or institutionalized. Housing is often inadequate and health provision neglected. Older adults with mild impairments are often marginalized and not provided with minimal supports needed to be productive members of their societies. Rehabilitative services, vocational opportunities, and quality old-age services are not provided. In many nations, older women with intellectual disabilities experience challenges that are particular to their sex. Their specific needs are often overlooked or dismissed. Older adults with co-morbid conditions experience particular problems and their compound physical and/or mental health conditions not addressed.Nations vary in their recognition of and provision for adults with intellectual disabilities. In many cultures, persons with disabilities may not hold a valued status in societal terms.Consequently, they may have reduced access to the basic necessities of life, including housing, work opportunities, nutrition, and health care, which are associated with ageing in good health. Barriers to the acceptance of persons with intellectual disabilities can include prejudicial beliefs about the nature and causes of disability, poorly organized services or a lack of government policies favouring supports for persons with disabilities, inadequate health and social services, and poorly trained professionals or practitioners. Poor health status and unfavourable economic conditions affecting the entire national population may also be barriers. Such barriers can be overcome with enlightened public policies, educated professionals and carers, determined advocacy, and other special compensatory efforts.Older persons must be full participants in the development process and also share in its benefits. No individual should be denied the opportunity to benefit from development. Likeother people, older people with intellectual disability may have significant physical health needs, reflecting the social and economic circumstances which have shaped their daily lives. Environments that foster healthy social relationships, trust, economic security, sustainable development and other factors related to advancing the health and well-being of citizens have been identified by governments as priorities. Healthier communities with greater social cohesion produce healthier citizens. Further, the effect is cumulative and lifelong, with good health in childhood affecting and contributing to good health in older age. The UN International Plan of Action on Ageing asserts that each country must respond to demographic trends and the resulting changes ""in the context of its own traditions, structures, and cultural values . . ."" [2]. This view is equally applicable to older people with intellectual disabilities. Focusing on ageing and intellectual disability implies that all policies affecting people with intellectual disabilities are developed in such a way as to maintain, if not improve, their situation as they age.Resources:1: https://www.who.int/mental_health/media/en/20.pdf2: http://www.un.org/esa/socdev/documents/ageing/MIPAA/political-declaration-en.pdf<< Objectives >>In 1991, the United Nations General Assembly adopted the United Nations Principles for Older Persons (resolution 46/91), the eighteen principles of which fall into five clusters concerning their status:1. Independence2. Participation3. Care4. Self-fulfillment5. DignityThe population of older adults in the European Union is increasing during the last 20 years. Increasing age is but one of many factors associated with disparities in health access and outcomes, lower socioeconomic status, geographic proximity to health professionals, and having a disability. Moreover, within the population of those with disabilities, persons with intellectual disabilities (ID) are further disadvantaged. The potential synergistic effect of increasing age with concomitant membership in a vulnerable population increases the risk of experiencing poor health [1].Owing to marked increases in life expectancy for individuals with ID in recent decades, the life expectancy of adults with mild ID is rapidly approaching near parity with the general population. Persons with moderate or severe ID now routinely live into their late 60s and late 50s, respectively [2]. Furthermore, older adults with Down syndrome are consistently living beyond their late 50s, with sporadic reports of individuals living to their 70s and even early 80s. Consequently, the relatively rapid increase in a new population of ageing adults with complex medical and mental health problems has resulted in inadequate geriatric health care provision [3].""Training of family members and guardians for the inclusion of ageing adults with disabilities"" project will aim to develop non-formal education materials for family members and legal guardians for the achievement of secure ageing and empowerment of full and effective participation in social life. Because the social inclusion of ageing adults with disabilities is still a pending and not fully achieved policy of the European Union.Concreate objectives of the project are:- Develop a toolkit on how to train parents and legal guardians of ageing adults with disabilities- Develop a parental education guidebook to encourage and support parents, family members and legal guardians of ageing adults with intellectual disabilities- Create educational spot videos for families- Design a comprehensive online resource with a categorized database- Prepare a policy recommendation report about the process of problem-solving related to provided services for ageing adults with disabilitiesResources:1: Havercamp SM, Scandlin D, Roth M. Health disparities among adults with developmental disabilities,. Public Health Rep. 2004;119(4):418-426152197992: Bittles AH, and others. The influence of intellectual disability on life expectancy. J Gerontol A Biol Sci Med Sci. 2002;57(7): M470-M472120848113: Janicki MP, and others. Mortality and morbidity among older adults with intellectual disability: health services considerations. Disabil Rehabil. 1999;21(5-6):284-29410381241<< Implementation >>Main activities are:1. Preparation of the bilateral agreements between the project coordinator and each partner organization 2. Monitoring all project activities3. Managing the pre-defined work plan and the deadline for all tasks4. Managing the administrative and financial report process for every 6 months5. Organization of TPMs6. Preparation of the minutes of TPMs and updating the action plan 7. Preparation of an effective communication strategy8. Creation of a Cloud Drive file sharing platform9. Preparation of financial and management reports for every 6 months10. Preparation of the dissemination plan and dissemination report with evidence for every 6 months11. Creation of the final dissemination report 12. Preparation of an internal quality evaluation plan and internal quality evaluation surveys 13. Creation of the final quality evaluation report 14. Designing paper brochure of project results and other dissemination materials15. Setting up advisory board per country with experts 16. Creation of the project web platform 17. Preparation of a sustainability plan and template 18. Preparation of the sustainability report of the project 19. Production of the toolkit on how to train parents and legal guardians of ageing adults with disabilities (R1)20. Production of the parental education guidebook (R2)21. Production of the educational spot videos for families (R3)22. Production of the online learning HUB for family members of ageing adults with disabilities (R4)23. Production of the policy recommendation report (R5)24. Arrangement of pilot training activities with target groups (use produced project results in pilot training)25. Arrangement of the multiplier event ""Seminar: Active Ageing and Wellbeing for People with Disabilities"" in each partner country 26. Arrangement of the multiplier event ""Final Conference: Inclusion of ageing adults with disabilities""27. Preparation of the progress, interim and final report of the project<< Results >>Outcomes of the project are:- Toolkit on how to train parents and legal guardians of ageing adults with disabilities- Parental education guidebook- Educational spot videos for families- Online learning HUB for family members of ageing adults with disabilities- Policy recommendation report- Project website- Paper brochuresTotally 240 people will be trained in the project's target group. These are:- Parents of ageing adults with disabilities > 120 (20 people in each partner country)- Family members of ageing adults with disabilities > 60 (10 people in each partner country)- Guardians of ageing adults with disabilities > 60 (10 people in each partner country)Expected results of the project on participants are:- Increased knowledge, competence, and skills of the trainers/experts.- Increased knowledge, competence, and skills of family members and legal guardians of ageing adults with disabilities.- A greater understanding of the challenges and changes in cognitive capacities; physical abilities; social support networks; physical health of ageing adults with intellectual disabilities.- Increased knowledge, competence, and skills of parents, family members and legal guardians of ageing adults with intellectual disabilities for positive reinforcement, a strong sense of self-worth, confidence.- Increased ability to handle stress, limitations, changes in cognitive capacities, physical abilities; social support networks; physical health of ageing adults with intellectual disabilities.- A greater understanding of facing and overcoming challenges; knowing how to ask for help and professional support.- Increased knowledge, competence, and skills of parents, family members and legal guardians of ageing adults with intellectual disabilities for positive reinforcement, a strong sense of self-worth, confidence.- Increased ability to handle stress, limitations, changes in cognitive capacities, physical abilities; social support networks; physical health of ageing adults with intellectual disabilities.- A greater understanding of facing and overcoming challenges; knowing how to ask for help and professional support.- Increased knowledge, competence, behaviour, and skills of parents, family members and legal guardians of ageing adults with intellectual disabilities by using online learning HUB.- A greater understanding of the policy-based solutions that the project provided on ""elderly care"" and ""intellectual disability"".- Increased awareness of the lack of supportive services for parents, family members and legal guardians of ageing adults with disabilities.- Increased knowledge our the effectiveness and relevance of the project with reached goals, developed project results and gathered feedback.Outcomes of the PMI activities are: - Project management guideline- Effective communication strategy - Dissemination plan - Dissemination report - Internal quality evaluation plan - Quality evaluation report - Paper brochure of project results - Dissemination materials - Advisory board meeting reports- Multilingual web platform - Sustainability plan- Sustainability report - Progress/interim and final report of the project"

One of the current needs of the labour market in what qualified staff is concerned is the sector of Personal Caregiver/Geriatrics Technician. It is a fact that the world’s population is ageing. According to the United Nations, ‘virtually every country in the world is experiencing growth in the number and proportion of older persons in their population. Population ageing is poised to become one of the most significant social transformations of the XXI century, with implications for nearly all sectors of society, including labour and financial markets, the demand for goods and services, such as housing, transportation and social protection, as well as family structures and intergenerational ties’. On the other hand, there are many learners in VET, mainly in services sector, who have Special Needs or learning difficulties and that do not fit in the formal learning approach. They need to be prepared to integrate the labour market and answer their needs. It is thus the mission of VET schools to do this bridge and prepare all learners without exception to the current employment needs. Working with elderly people demands not only qualified people but specially caring and dedicated staff. So, this partnership is willing to help this target group integrating successfully in the labour market, enhancing their competences and skills and making them able to answer the needs of Day/Elderly Centres and contributing for their social and professional inclusion. Tackling with SEN individuals and individuals with learning difficulties and enhancing their competences and skills also means fighting poverty, social exclusion, racism and discrimination, and promoting social justice and gender equality. It provides a very strong basis to improve the socio-economic situation of many disadvantage people contributing better, at the same time, to the social, cultural and economic development of the community and country.Thus, it is not only about educating people in the identified sector, but also about empowering them to attain a better life for themselves and the society as a whole.The objective of this Project is to help transform groups of social and economic disadvantage (SEN and/or with learning difficulties students) into autonomous, useful people by providing a full range of innovative, appropriate and accessible Personal Care Assistance/Geriatrics education resources that can also be easily used in e-learning approach and to promote social inclusion and employability. The partnership will thus develop: Resources: a suite of appropriate learning resources that build literacy and technical competences related to the Sector of Personal Caregivers / Geriatrics Technician in 4 main areas - Diet & Nutrition; Basic health care; Community and social intervention; Animation activities - for the SEN or/and Learning Difficulties VET students, to include:•IO1: A set of 25 micro learning courses/curricula with a gamification strategy dealing with the above mentioned Geriatrics main areas, 2-6 for each selected theme (depending on the number of competences in each) for the development of competences in the respective professional area. It will include the e-curriculum, e-guidelines and e-contents (mainly e-presentations of easy understanding for each learning unit, according to the target group specificities). •IO2: A collection of 25 themed tutorial videos (2-4) for each selected theme, will be produced and upload in Youtube and in IO5 for viewing and use in the class or at home; they will support IO1. •IO3: a compendium of 25 inclusive web-quest challenge-based educational resources, (4-6) for each selected theme; they will support IO1. •IO4: a series of workshop lesson plans and tip sheets according to the curriculum /training programme designed in IO1. They will include concepts analysis, best practices and will play a crucial role in the understanding of the methodology and approaches used. They will allow the building of necessary skills to e- and bi-learning approaches, to understand Micro Learning Methodology, to learn how to develop and use the challenge-based educational resources and to create own challenge-based inclusive WebQuests.•IO5: A Bespoke Platform with a gamification methodology based on objectives and learning results achievement. It will contain at least the same number of games as the number of micro learning courses and will support IO1. It will be also developed and populated with all the innovative learning resources mentioned in the previous outputs. A short-training event for teachers/trainers so they can facilitate and manage the e-learning model developed, specially focused on micro-learning methodology, gamification strategies and webquests, as these are still quite new tools in pedagogical approaches. All resources developed will be in on-line formats in 5 partner languages and made available to all interested parties, with the open access requirements of the ERASMUS+ programme.