<< Background >>The consortium of the AFS Employability Project are experienced organisations in the field of disability. The majority of their beneficiaries are autistic, placing great significance on the needs and abilities of the specific population. Unemployment is a serious and difficult issue to confront for autistic individuals, their caregivers as well as the professionals providing services and support to them. Thus, the need for an integrated program that is going to implicate and train all relevant stakeholders and attempt to intervene on a transnational and European level concerning policies supporting the employability of autistic individuals, is critical.The AFS Employability project’s rationale is significantly supported by bibliographic research and a needs analysis, so as to determine the actual needs of the population with an autism spectrum diagnosis, their struggles, and the ways in which the current situation could change. A structured questionnaire was distributed to relevant individuals from all participating partners at a country level, with the double purpose of collecting feedback on the interest in the project from autistic individuals, caregivers, and prospective employers, but also to get feedback on the questionnaire itself before disseminating it on a larger base.The primary conclusion is that although there is interest in the employment of autistic individuals, all parties/stakeholders are in need of guidance in both to match individuals to jobs and in terms of creating the physical, mental and psychological space that the employment is going to be satisfactory for all involved.From the point of view of the autistic beneficiaries, there is the will to be employed, however previous experiences were not always satisfactory: the key element of dissatisfaction is that the individual does not want to be treated as “special” with negative connotations and there is need of a specific environment that was not always provided.Both beneficiaries and caregivers describe the necessity for a well organized and minimally invasive environment (low level of noise and level of light being one of the priorities), however, the potential employers do not recognize this need as a requirement, and have jobs in mind for which low noise level would not be guaranteed (mostly supervised, manual labor). Another parameter that both beneficiaries and caregivers associate successful employment with is the availability of the potential for isolation (a space the employer can be alone in as needed, but not permanently segregated from other employees) – an option that again the potential employers do not currently recognize as a need, nor are they in a position to offer. Most also report that it is very difficult to provide A space that is well organized, where the individual knows where everything is.From the beneficiaries' and caregivers' point of view the first unmet need is the information about what kind of jobs/positions the autistic individual can fill, and the relevant training and support available, both at finding the job and at keeping the job.From the employers' point of view, the first priority is again understanding what jobs the individuals can be successful in, but also what kind of external support can be given to both the employer and the employee. The employers interviewed did not have established systems of such training and support.In terms of the types of jobs, type of physical environment, and level of interaction with other employees there are a variety of responses, depending on the type of company of the employer, so a larger sample needs to be interviewed to arrive at a conclusion. It is however clear that the level of knowledge at the demands employing and supporting an autistic individual will have is very low, and there is a great need for information.<< Objectives >>As mentioned in the previous section, the Autism Friendly Spaces Employability Project is based on the current situation, in which autistic individuals are facing considerable difficulties in finding and maintaining meaningful employment, adapted to their own preferences and skills. What was evident during the literature research is a lack of understanding from employers and staff, as well as a failure to make adjustments in the workplace (Lopez & Keenan, 2014). In a study by Scott et al. (2016), facilitation of the communication between employees with ASD and employers to ensure a clear understanding of the needs of both populations is deemed necessary. The Autistic Friendly Spaces-Employment project’s main objectives are:1. Client Engagement: Provide all information to enable the individual to make an informed decision as to whether or not they wish to use supported employment 2. Creation of a Social Hub for autistic individuals actively searching or interested in employment3. Vocational Profiling and Training: Help individuals identify their skills and preferences for work and give them a chance to participate in a training of pre-vocational skills (social skills, workspace conduct, organisational skills, etc).4. Job Finding: Search for a job considering the needs of all parties involved through a website created during the process4. Employer Engagement and Training on the needs of autistic employees: Work with employers and job seekers to discuss several areas including terms and conditions of employment, required skills, support needed from service providers and/or available at the workplace, etc.5. On/Off Job Support: Provide support for the client and the employer according to their needs for a period of three months after a job placement 6. Create a policy report concerning the current situation in Employment of Autistic Individuals on a European and National Level7. Raise awareness for the needs of ASD populations by organising seminars for autistic individuals, their caregivers, as well as relevant stakeholders and interested organisations.The above mentioned parts of the Autism Friendly Spaces Employability Project are going to be implemented with a main goal: to make a step further towards social inclusion.<< Implementation >>A timeline of the AFS Employability Project is presented below, along with its deliverables and objectives:Year 1Activities-Literature research and questionnaire/semi-structured interview creation to measure the quality and progress of the project-Raise awareness seminars for all involved target groups-Certification Scheme Development-Curriculum and training material creation for Employers Training by adjusting the already-completed and successful Project ABLE manual, including Autism Ambassadors-Employers Training, Assessment and Certification-Curriculum and training material development for the Pre-Vocational Training for autistic individuals-ASD individual Training, Assessment and Certification-Autism Friendly Working Spaces guidelines and Certification procedure, along with the respective Certification Training for auditors-Social Hub Deliverables-Interested stakeholders contact details database creation -Training guidelines & Manual for the AFS Employer Training-Training guidelines & Manual for the AFS Autistic Employee Training-AFS Employability site ObjectivesThe activities during the first year of the AFS Employability Project aim to inform and involve stakeholders concerning the employment of autistic individuals, as for the current situation and the steps that need to be taken towards an inclusive workspace. The specific activities take matters one step further as two pieces of training are developed and implemented to autistic beneficiaries as well as to employers and interested professionals. The quality and transferability of the trainings are assured by the Certification Scheme and the questionnaires administered after the end of the trainings to all participants. Year 2Activities-Adaptations and certification of Autism Friendly Working Spaces-On-Off Job Support: Job placements of autistic individuals to Autism Friendly Certified businesses and continuous support to all parts (autistic employee, co-workers, Autism Ambassadors, and employers) for at least 3 months of the working contract.-Case studies based on the experience of the participants-Adjustments made on the training material based on the Job Placement procedure and the case studies-Policy Research and Recommendation -Dissemination activities Deliverables-Working contracts for autistic individuals-Policy Recommendation Document disseminated to relevant authorities according to the Policy Recommendation Plan-Case study and research results and publications-Adapted training materials-Job Fair during the last TPM in BrusselsObjectivesDuring the second year of The AFS Employability Project, the information and guidance given to the autistic employees and employers will be put into practice. Job Placements will offer an excellent experience to test the quality of the project and provide the participants with a chance to enter the working space, in order to solidify and test the skills acquired during the training. At the same time, policy research will be conducted so as to gather policies and legislations at the national and European levels and propose necessary changes towards the goal of social inclusion. Dissemination activities are a significant part of the project, as they aim to reach and motivate relevant organisations/entities that share the consortium's views and expectations: autistic citizens should participate and be visible and respected in all parts of social life.<< Results >>The Autism Friendly Spaces-Employability Project aims to:1. Create an integrative approach in order to tackle the issue of unemployment of autistic individuals, who face several difficulties hindering them from accessing meaningful and profitable employment. 2. Combine already acquired knowledge and tools from two already successful European Projects that addressed the issue of employment and support for autistic individuals (Autistic Friendly Spaces and Project ABLE).The main foreseen outcomes, in greater detail, as a result of this project are the following:The specific project is going to be organized based on the principles of Supported Employment. Supported Employment is a method of working with people with disabilities and other disadvantaged groups to access and maintain employment through providing appropriate and ongoing support. Therefore, it is an individual-orientated method to promote the labour market participation of this target group. Supported Employment addresses all people with disabilities, regardless of their handicap. The concept was developed in the 1970s in North America and found its way to Europe in the 1980s. Based on the toolkit of the European Union of Supported Employment, this individual-based working method is defined by a 5 stage process following the principle of “place-train-maintain” which has been acknowledged as a model of good practice during the last two decades. Hence the following will be implemented:1. Client Engagement: Providing all information to enable the individual to make an informed decision as to whether or not they wish to use supported employment 2. Vocational Profiling: Helping individuals to identify their skills and preferences for work + (Seminars on working demands)3. Job Finding: Searching for a job considering the needs of all parties involved4. Employer Engagement: Working with employers and job seekers to discuss several areas including terms and conditions of employment, required skills, support needed from service providers and/or available at the workplace, etc.5. On/Off Job Support: Support for the client and the employer according to their needs (Training of autism ambassadors)Specifically, the AFS project entails:-Awareness seminars for all relevant stakeholders, such as relevant organisations, businesses and caregivers of people with ASD-Training for employers and personnel of relevant businesses, assessment and certification based on the manual of Project ABLE-Working space changes to convert to Autism Friendly Spaces that lead to a certificate -Development of a social hub for ASD individuals-Job profiling and training on vocational skills of ASD Individuals that leads to assessment and certification-Creation of a policy recommendation document-Creation of a manual describing the process in its entirety-Creation of a protocol including guidelines to convert working spaces into Autism Friendly Spaces-Creation of an online platform and site -Case studies based on the experience of the participants that are going to participate in the trainings and be placed in working positionsThe AFS Employability project aspires to tackle the issue of unemployment in ASD populations by providing continuing support to all relevant target groups, such as employers of businesses, autistic individuals, and their caregivers. The described methodology of the AFS project is going to lead to social inclusion and a positive impact on their quality of life and aspires to be adopted by national governments through policy recommendations.

<< Background >>Ploes E.Psy.Me., Gewerksttat and ARCIL provide therapeutic services and support to people with developmental and/or intellectual disabilities, many of whom are diagnosed with autism. Thus, the provided services are intended for the development of social, emotional, cognitive as well as daily living skills of autistic individuals, aiming for social inclusion in all parts of daily life. This educational program is closely connected to the services already provided in the VET organisations participating in the consortium, taking things one step further, by completing the vocational training with pre-vocational and interpersonal skills required for autistic beneficiaries to have access to meaningful employment and by making it interactive and attractive to users by adding VR to the equation. Unfortunately, even though the services provided cover a wide range of skills and educational programs are designed on a yearly basis to fit the needs of the beneficiaries, there is a vast need for an integrated project that is going to concern vocational training adjusted to the needs and challenges of autistic individuals. Young people who are affected by autism or autism spectrum disorder (ASD) do actually not have equal access to VET and work. Even if they have the capacity and intellectual property, they face barriers on the way to VET and the labour market.The aim of inclusion in Europe needs to support this group. This is why this consortium wants to address this project to develop ways to the needs of autistic people to get full access to VET and the labour market.As mentioned above, the specific project aims to create an educational program that entails vocational training adjusted to the needs of autistic individuals through the integration of in vivo training seminars and Virtual Reality technology.The training created is going to entail:•Training for mental health professionals in the methodology that is going to combine Virtual Reality and a complete interpersonal, pre-vocational and vocational skills program.•Training for autistic beneficiaries interested in finding employment•Assessment and certification according to EU standardsThe project aspires to fill the gap between school education and employment for autistic individuals that do not have access to tertiary education.<< Objectives >>VIRTUS project is addressing the preparation and readiness of ASD individuals on occupational ability, adaptation to professional environments and professional training with Virtual Reality (VR) technology.In the frame of the project, we suggest a paradigm through which we can identify the strengths and shortcomings of the target group. As such we presuppose:-Assessment through methodological tools (workings skills and wellbeing are going to be measured) and procedures will be actualized-Development of VR scenarios-Use of Virtual Reality technology-Hybrid (in vivo & through VR) methodology format-Training of trainers (specialised professionals, specifically: barista, kitchen assistant, office clerk)-Training on interpersonal and pre-vocational skills -Application of the acquired skills-Skills evaluation and certification according to EU standardsIn general, VIRTUS Project aims to:●Raise awareness campaign targeted to relevant stakeholders such as employers, parents and caregivers of autistic individuals, VET organisations, organisations active in the field of autism from the network of contacts of all participating organisations●Enhance the vocational skills of autistic individuals to raise possibilities to secure and maintain meaningful employment and increase their sense of wellbeing●Make the training programs more attractive and interesting for autistic individuals by combining innovative VR technology with in-vivo seminars●Provide high-quality vocational education and training in a range of professions in which autistics could thrive and certify the acquired skills according to EU standardsWe want to create training programmes based on new curricula which help autistic people to get the competencies, social skills and knowledge they need to enter the labour market.Avoidance and prevention of social exclusion and marginalisation is at the core of this attempt<< Implementation >>In the frame of the project, we suggest a paradigm through which we can identify the strengths and shortcomings of the target group. As such we presuppose:-Assessment through methodological tools (workings skills and wellbeing are going to be measured) and procedures will be actualized-Literature research and needs analysis on autism and employment-Training material creation that is going to combine the expertise of mental health professionals with expertise on autism and specialised professionals in the fields selected (barista, kitchen assistant, office clerk)-Development of VR scenarios -Hybrid (in vivo & through VR) methodology format for the pre-vocational and vocational skills part of the training-Training of trainers for mental health professionals and specialised professionals, -Training on interpersonal, pre-vocational and vocational skills addressed to autistic participants -Skills evaluation and certification according to EU standards-VIRTUS Tutor’s guide development-Dissemination plan targeted to relevant stakeholders in the field of employment, autism and vocational education and training providers<< Results >>During the VIRTUS Project’s duration, the following deliverables will be developed:-Literature research and needs analysis on the needs of autistic individuals in search of employment. This report is going to be submitted for publication in academic journals. -VIRTUS Training kit, that is going to include 3 pillars: interpersonal, pre-vocational and vocational skills (on three specific professions: Barista, Kitchen assistant, office clerk)-12-month implementing activities in all participating countries-VIRTUS Tutor’s Guide (translated in all languages of the countries involved and available for free access after the completion of the Project)-Certification Scheme according to European standards intended for training material, trainers, as well as autistic participants.The VIRTUS Project is expected to have a great impact on the mental health professionals and autistic individuals involved as it will provide an attractive and innovative training program, targeted to their specific needs and challenges. The contribution of specialised professionals and autism experts will provide added value to the project, by connecting it with the labour market in an autism-friendly methodology. The utmost purpose of the project is to battle unemployment for underrepresented populations, such as autistic individuals, by providing high quality certified skills and by preparing them for the labour market.

EMSA supports three VET providers from third countries not associated to the Programme in the development of programmes (including their validation) to be offered to their learners on Key competences (as stated by European Reference Framework 2018) and Entrepreneurial Mindset (as presented in ENTRECOMP framework). As far as the ERF is concerned, through EMSA, 6 out of the 8 competences will be developed. The main objectives of EMSA are: 1. Develop cooperation between six vet providers in the areas of ERF and ENTRECOMP but also in the area of development and validation of key competences 2. Iimplement together the whole cycle of 2 VET programmes (from the design, to the evaluation and validation) 3. Co-design, co-develop VET curricula and materials for the 6 (out of the 8 competences) of the ERF and the 15 competences of ENTRECOMP and to align them with a specific EQF Level (level 5) 4. Develop the competences of VET providers of third countries (not associated to the Programme) on the design of curricula and materials as well as the specific frameworks (ERF and ENTRECOMP) 5. Co-develop assessment tools for ENTRECOMP and ERF curricula to be used for the validation of the non formal learning provided to the learners 6. Develop and validate the competences of the learners 7. To empower the VET providers in the third countries (not associated to the Program) through the implementation of capacity building activities such as workshops, training of master trainers etc. and 8. To promote this capacity building results to other VET providers in the countries of the consortium as well as outside the countries of the consortium. The above objectives are achieved through a process of co-design, co-development and co-delivery of the training programmes on ERF and ENTRECOMP as well as co-development of assessment and implementation of the validation process. Partners participate in joint workshops as well as joined learning activities that also promote the capacity building.

<< Background >>e-EUPA is based on two very successful projects (EUPA and EUPA_NEXT) that have developed:1.Qualification frameworks for administrative personnel in four different EQF levels2.Training curricula and training materials (ISO certified) for all four EQF levels of administrative personnel. Training materials included PowerPoint presentations and methodological tools (different types of activities such as exercises, role plays, experiential workshops, case studies etc). Both projects have been designing materials for classroom learning.3.Assessment tools on the level of the unit, certificated with ISO17024. Therefore, one can get the qualification of the whole level if he/she succeeds in the assessment of all units within that level.4.Eupa and Eupa_Next are sustained. We still implement Eupa workshops and there is great demand for them..The pandemic's situation that we are currently experiencing has developed a new reality for VET providers and educational institutions in general. Classroom training is being avoided (at the moment) and may not be recommended in the near future. Training providers have already switched into electronic training (synchronous or asynchronous) and many policy makers have approved this method of delivery and even subsidize it (especially the synchronous one). We do not know how the pandemic situation will evolve but it is sure that in the future there will be reluctance by people to participate in classroom events. The current situation has revealed many benefits of electronic learning in terms of time saving and accessibility (no need to move, accessible even to people that are far away, more accessible to disadvantaged groups with mobility issues and so on). Electronic learning may be synchronous or asynchronous. Synchronous learning is online or distance education that happens in real time. Asynchronous learning does not require real-time interaction; instead, content is available online for students to access whenever it best suits their schedules, and assignments are completed to their deadlines. Other tools such as chat tools, emails, forums support the interaction with the trainer. Programs can also use a hybrid learning model, which includes a blend of both formats.As far as Eupa is concerned, comparing between the possibilities of synchronous and asynchronous learning and based on the feedback of our learners, it seems that asynchronous learning is a great opportunity. The reason for this is that the materials developed for all four levels of EUPA are enormous and the time required to complete the studying will be a limiting factor especially for professionals. Therefore the aim of e-EUPA is to transform all eupa materials in state of the art materials for asynchronous elearning (ie content on a platform with the support of a trainer) that will still enable the participants to gain the ISO17024 qualification through the use of online assessments (one per unit). One can get the e-EUPA qualification on a specific level if he/she succeeds on all online assessments of the units of the specific level.<< Objectives >>The aim of e-EUPA is to provide an alternative method for learning and certification for administration personnel in four different EQF levels). E-EUPA aims to deliver state of the art asynchronous eLearning for the development of the knowledge, skills and competences identified in the qualification framework developed by the previous project. Moreover, e-EUPA aims to convert the assessments provided by the previous project TO online assessments. In this way, professionals working in the sector as well as students and disadvantaged groups will have the flexibility to take both the training courses and then the assessment. In another case they can even just take the assessment to validate their knowledge and skills (independently of how they have been gained) and reach the qualification.Additionally, at the policy level as the education and learning industry moves towards digitalization, e-EUPA aims to develop guidelines based on key success factors for the conversion of training materials into asynchronous e-learning.The concrete objectives of the project are the following:1.To develop a methodology based on key success factors for the conversion of traditional classroom training materials into asynchronous e-learning2.To use this methodology to convert all the methodological tools of the previous projects (or to replace those that cannot be converted) into asynchronous e-learning. The new tools will be recertificated with ISO3.To develop state of the art lectures that are not merely PowerPoints in pdf but are live with the video recording of the trainer's. 4.To develop a one stop shop platform for the learners who want to get trained in different EUPA levels5.To develop online assessments certificated with ISO17024 in four different levels for the learners that want to be certificated in EUPA. One assessment will exist for each unit, so once a learner achieves all the assessments of the units of the level, they will receive the certification for the level.6.To train the trainers on the use of the asynchronous electronic learning method7.To sensitize the trainers on the importance of digitalization in education8.To support the VET providers in their internationalization, recognizing that asynchronous e-learning provides huge opportunities for international offerings in vocational training. In addition online assessments provide opportunities for international offering of qualifications. Asychronous learning is even more attractive when speaking about internationalization because time differences do not affect the training.9.To provide the e-EUPA offering to the commonly used languages of Europe so that we can ensure great impact of our results.<< Implementation >>THE ACTIVITIES AT A GLANCE:The implementation of the project is rather sequential and is implemented in four rather distinct phasesThe first phase consists of the DEVELOPMENT OF THE METHODOLOGICAL FRAMEWORK FOR THE CONVERSION OF TRAINING MATERIALS INTO ASYNCHRONOUS ELECTRONIC LEARNING. The result of this phase is a set of guidelines that will guide the consortium to the next phases of the project. The second phase of the project consists of the DEVELOPMENT OF THE TWO CERTIFICATION SCHEMES as well as the DEVELOPMENT OF UPDATED E-EUPA MATERIALS FOR ASYNCHRONOUS ELECTRONIC LEARNING, VIDEO RECORDED LECTURES FOR ASYNCHRONOUS ELECTRONIC LEARNING and DEVELOPMENT OF THE ASSESSMENT TOOLS..The third phase involves the development of e-EUPA PLATFORM FOR ASYNCHRONOUS LEARNING (starts a little bit before the completion of the second phase). The final phase involves the piloting of the asynchronous electronic learning and the assessment that finishes at the end of the project IN DETAIL:Activities that are implemented include:COORDINATION ACTIVITIES such as signing of agreements, development of project management handbook, meetings, coordination emails, reporting.SHARING AND PROMOTION ACTIVITIES such as composition of dissemination strategy guide, development of project website, composition of posters and brochures, composition and dissemination of press releases, social media posts, newsletters, interim and final dissemination report etc.QUALITY ASSURANCE ACTIVITIES such as development of quality assurance manual, interim and final quality assurance report.As far as the results of e-EUPA are concerned the following activities will be implemented:For the development of the METHODOLOGICAL FRAMEWORK FOR THE CONVERSION OF TRAINING MATERIALS IN ASYNCHRONOUS ELECTRONIC LEARNING: A brainstorming workshop (PW1), the conversion of some tools into asynchronous ones, the development of the guidelines, the review by the partners and the finalization of the guidelines. The guidelines will also be reviewed after the experience from this project.For the development of the TWO CERTIFICATION SCHEMES: A composition of the first draft, a partners’ workshop to exchange ideas (PW2) and the finalization of the schemes.For the development of UPDATED EUPA MATERIALS FOR ASYNCHRONOUS ELECTRONIC LEARNING: A partners’ review of the materials of the previous project, a workshop to review the structure of EUPA materials (PW3), the development of the two new modules on Health and Safety and Environmental Issues, the conversion of the tools into asynchronous electronic learning and the implementation of a workshop for the review (PW4), the certification of the materials and the translation of the materials.For the development of the VIDEO RECORDED LECTURES: the development of the lecture and the review by expertsFor the e-EUPA platform: the design of the specifications and a partner workshop to discuss the operation of the platform (PW5), the development of the platform and the upload of sample of the contents, the pilot testing of the platform through a workshop (PW6), the upload of all contents and the implementation of a training of trainers learning activity, the first stage piloting with learners from the countries of the consortium, the evaluation and improvement and the second stage piloting with learners outside the countries of the consortium.For the e-EUPA ONLINE ASSESSMENT TOOLS: the adaptation and the translation of the assessment tools, the development of online assessment tools, their first stage piloting with learners from the countries of the consortium, evaluation and improvement and second stage piloting with learners outside the countries of the consortium<< Results >>The following are the main project results1.METHODOLOGICAL FRAMEWORK FOR THE CONVERSION OF TRAINING MATERIALS INTO ASYNCHRONOUS ELECTRONIC LEARNING GUIDELINES for the partners to support them in the conversion of the materials that have been developed for classroom learning into asynchronous electronic learning.2.TWO CERTIFICATION SCHEMES: a.A Certification Scheme for EUPA Asynchronous Learning: It contains principles and requirements for the certification of Training Materials. b.Certification of persons: It contains principles and requirements needed to award the job qualification or specific competences. 3.UPDATED EUPA MATERIALS FOR ASYNCHRONOUS ELECTRONIC LEARNING: All the methodological tools to be used in the e-EUPA project that are in fact the tools of the previous projects converted for asynchronous e-learning. In case this is not possible, new tools that will achieve the same learning outcomes but in the setting of asynchronous electronic learning will be developed.4.VIDEO RECORDED LECTURES FOR ASYNCHRONOUS E-LEARNING: Simulating the classroom environment, the lecturer and the presentation will be video recorded. Therefore on their screens the learners will see the lecturer presenting their presentation (a big screen with the presentation and a smaller window presenting the lecturer).5.e-EUPA PLATFORM FOR ASYNCHRONOUS LEARNING: is a Moodle platform but with a customized interface The platform is structured by level, work area and unit. The platform provides different operations such as personalised accounts for learners and trainers, discussion fora, access to the lectures provided in result 4, access to all methodological tools that have been converted for asynchronous learning developed under result 3, access to tests for practice prior to the exam, communication with the trainer in the form of email or chat, chat rooms for communication with other learners (both of the same level as well as other learners in the platform), integrated evaluation at the level of the unit, automatic printing of certificate of completion once each level is completed etc6.E-EUPA ONLINE ASSESSMENT TOOLS: . The assessment will have the form of multiple choice questions (evaluated directly by the system), open ended questions including case studies (evaluated by the experts of CCC), online communication with the assessor (if necessary) for more soft topics eg use of role play etcImportant outcomes of the project are the following:1.Implementation of a learning activity with the trainers and management of the consortium to be trained on how to convert classroom methodological tools into asynchronous e-learning. 2.Implementation of a second learning activity for training the trainers on the use of the e-EUPA platform. 3.Implementation of several partners’ workshops (6)•Exchange of ideas and brainstorming on the key success factors for the conversion of methodological tools into asynchronous e-learning (Physical)•Brainstorming and comments on the two certification schemes by the rest of the consortium (ONLINE)•Review the structure of EupaNext (ONLINE)•Review of the materials prior their conversion into electronic (Physical)•Discuss the operation of the platform (Physical)•Pilot test the platform (ONLINE)4.Pilot testing of the e-eupa asynchronous learning as well as the online assessment tools. 200 learners in total will pilot test the learning during the first stage piloting. Additional 20 learners will pilot test the platform (from Europe and internationally) at the second stage of the piloting5.100 learners will use the online assessment tools at the first stage piloting (at least one level). Five additional learners will take the piloting from the second stage piloting

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with prevalence rates of 1 in 68 individuals. ASD manifests with a lack of social and communication skills and the presentation of repetitive and/or restrictive patterns of behaviors. Individuals with ASD face important challenges in their social encounters due to a lack of intuitive social ability. This lack usually emerges early in development and usually is manifested as a lack of interest in social interaction or pronounced awkwardness which results in a lack of engagement in activities that promote social integration. Most children with a diagnosis of autism in childhood or adolescence receive high quality services either in the form of individualised educational support or in the form of speech therapy, occupational therapy or psychological and psychiatric support – if needed. Once they reach adulthood their lack of a flexible repertoire of social behaviors makes it difficult to adapt to a complex social environment. In addition to that autistic adults have no where to turn to because services are mainly geared towards children and adolescents. Lacking the necessary support and the interpersonal skills to adapt to a complex social environment most individuals “fail to launch” and may start to manifest signs of a mental distress and eventually, mental disorder. This realisation of the lack of services for adult high functioning autistic individuals was the impetus for developing the idea for the project Working Through. The main objective of the project was to offer a high quality learning opportunity in work related skills for high functioning autistic individuals through the use of Virtual Reality (VR) technology by using social scripts to impart “soft” skills (interpersonal, communication skills) in increasingly challenging work environments. The project was highly innovative in that it supplied a high quality learning opportunity through the use of Virtual Reality (VR) technology by simulating a working environment manipulated by experienced trainers in a way that put the autistic individual in potential social situations that may cause awkwardness and/or elicit a non productive, insensitive or off-putting response. The simulated VR environment presented with opportunities for training “soft” (conversational, empathizing, turn-taking, socially responsive, conflict resolution at work) skills by specifically addressing the deficits identified in the social behavior of the participants. The objective was achieved in that all autistic participants realized benefits in their social skills repertoire and the expert trainers gained valuable experience in using the VR environment to effect behavior change. There were four groups of participants, one in each country with a total of 36 individuals participating in the pilot trials (9 in Greece, 10 in Denmark, 10 in Ireland and 7 in Cyprus). All individuals had received a diagnosis of ASD, either in childhood or as a young adult.DESCRIPTION OF ACTIVITIESThe training regiment in this project was defined by the pedagogical framework which set the theoretical foundations, the instructional means and success criteria of the training program. This allowed for the development of the curriculum which specified the teaching materials and activities that would define the kinds of materials and activities that would constitute the training program. The curriculum set the framework for the development of the social scripts with the kinds of training opportunities described in the curriculum. A VR environment was created that provided the learning opportunities in the form of social scripts . Finally the autistic participants received VR based work related social skills training with the guidance of an expert who provided scaffolded instruction tailored to the rate of progress of each participant.IMPACTThere was success in proving the concept of using VR to impart skills to individuals who lack work related social skills (Proof of concept). All autistic participants felt comfortable in using the VR headset and there were no cases of nausea or discomfort. The training program was successful in that all participants realized benefits from their participation in terms of acquiring or improving on work related social skills. All post- training learning indices were positive and most participants expressed interest in participating in other training activities using VR. In terms of long term benefits the project managed to bring together technology experts from the field of Virtual Reality with experts from the fields of education and mental health and kindled the interest of a potential future collaborations by extending the newfound know how in helping people with other mental disorders such as social anxiety and phobias. Finally, it set the path for similar undertakings by providing the principles and the means of developing a VR based training program.