<< Objectives >>The general situation of adults suffering of disabilities and down syndrome is, too often, a context of marginalization and social stigma.To these people is normally precluded the access to activities typical of the joyful and serene side of life: for example, art performances.This leads to frustration and self isolation even accrued by the recent pandemia.Involving them in activities like art performance will allow them to come out of the shell and will improve theis social inclusion.<< Implementation >>1) Three different art performance training course for 10 people (the Performers), each in the venue of the three project's partners2) Three different mobility activity in which all the Performers from one country visit the venue and Performers of a different Partner country in order to share skill and 3) A finale event, to be held in Rome, in which all the Performers will have the chance to play on a real stage in front of a real audience4) Broadcasting of the final event on social media.<< Results >>1) Development of basic skills and abilities in performing arts2) increased self-confidence.3) increased capacity for initiative through performance activities 4)social inclusion and mutual understanding, disability is not discrimination but mutual enrichment.

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Project’s GENERAL OBJECTIVE is developing adult educators' creative skills, implicating artistic languages, to give an added value to socially dependent people’s memories in educational activities.Collecting and sharing old people's life stories is a practice of high educational value for: - students of all ages who can find there original material about historical periods or events; for reflection on contemporary social phenomena; components of traditions and cultural identities; material for playful activities that are genuine and free from the negative influence of standardisation and commercialisation - adults who will reflect on more or less distant memories, comparing them with current social problems, recovering traditions and cultural/popular forms of expression - socially dependent people themselves, who in the process can improve self-confidence, regain an active role in society, preserve/recover cognitive abilitiesThe educational value of memories can be better understood when we think that remembering is not just re-evoking past: it is also reflection on oneself, care of one’s own life experience, to define through self-knowledge and self-awareness one’s identity. Memory doesn't preserve the memories of our past mechanically, arranging them in coherent narratives: in fact, we constantly rebuild our memories modifying them every time we tell our story, rebuilding and renovating this way our identity too. This doesn't mean that we are free to invent or build ourselves as we like: our narrative construction is subject to constraints, especially because narration is always addressed to others who are calling us to account for what we attribute to ourselves. People's life stories are therefore not only a precious part of the intangible heritage of a community, but also decisive in building the sense of identity and belonging of its members: not only as memory-chronicle of facts and events, but also as an attitude, born out of the act of remembering, that fosters mutual listening, dialogue, engagement in the construction of a collective identity that takes into account reasons and memories of others.Therefore, SPECIFIC OBJECTIVES of the project are: - improving the artistic value and appeal of activities presenting and sharing old people's memories, to reach a wider audience and enhance their educational value - fostering interaction and exchange of competencies between social workers and performers, writers, video-makers and visual artists to create different formats of sharing collected memories with the audience - promote intercultural training and multidisciplinary exchange between artists, educators, therapists and experts in autobiographical methodsOverall around 100 people will be directly involved in project's activities: besides the professionals and experts mentioned above, a large number of socially dependent people will take part in the experimental projects, enjoying new ways to relate with people, be active and share their memories.Main result of the project will be a set of educational resources including guidelines on autobiographical methods, reflective practice and quality assurance, and a repository of experimental projects that could be of inspiration for other professionals interested ion working in this field.The project is likely to produce a significant impact on the quality of activities aiming at harvesting and presenting/sharing autobiographical material, on the skills and competencies of artists and social carers/workers and on quality of life of socially dependent people.

"Flipping the classroom implies inverting the order, by which we teach and learn, doing the lecture at home and the practice in class. This project intends to explore an idea not developed so far, which we have called ""trans-flipping the classroom in an inclusive learning community"". Basically, trans-flipping is the use flipped instruction at a transnational level and the sharing of responsibilities in a common intercultural learning environment. Mostly based on the use of videos, the flipped classroom approach calls for the creation of more materials, especially materials accessible for hearing/visually impaired students. In addition to this, from a transnational perspective, this project arises at a moment when there is an increasing migratory awareness that has brought into attention certain intercultural issues and challenges in the field of education and other fields. Family reunification and transmission of cultural values from adult individuals to children and teenagers make adult education an environment of vital importance in the development of the intercultural competence which allows citizens to live, work and learn together in multicultural settings. On the other hand, the change of perspective which has shifted the spotlight from the teacher to the student in the last few decades, has also led to the development of rapidly expanding types of learning, such as blended and flipped learning. For this reason, this project will focus on a flipped classroom approach, so that the participants can truly work at their own pace, do collaborative work and benefit from an innovative method which, according to research, is proving to be efficient and productive. We will contribute, this way to the students personal and professional growth, by fostering the development of a variety of competences in the field of adult education such as linguistic, learning to learn, European citizenship, etc.In this context, fully understanding the complexity of flipped instruction, this project intends to explore different types of flipped or inverted instruction, according to the students´ needs, among the following: a) standard inverted classroom, b) discussion oriented flipped classroom, c) demonstration-focused flipped classroom, d) faux flipped classroom, e) group-based flipped classroom, f) virtual flipped classroom, g) flipping the teacher model.The partner organizations include adult education providers of different profiles, varying from those offering blended and regular programs, Higher Education, Third Age programs, teacher training or programs for people with disabilities.This way, we can guarantee that all the project activities will be led by experts in their respective fields. Consequently, the main objectives of this project are the following:- to create an inclusive learning community on Moodle with students and teachers from all the participating countries: Spain, Germany, Slovenia, Macedonia, Bulgaria, Czech Republic, Romania, Italy and Lithuania.- to make 15 intercultural videos on different topics, made and presented by a transnational team of teachers. The videos will be based on the principle of accessibility and will also include real testimonies from people living in diversity.- to develop a guideline for teachers including examples of flipped classroom and trans-flipped classroom strategies, as well as relevant information about the issues addressed, such as the results and findings of a qualitative research (case studies).Some expected impacts are:- An increased number of students with special needs getting involved in an innovative learning approach, provided by the trans-flipped learning community.- The creation of a concept, which is the trans-flipped classroom in an inclusive learning community.- The staff will gain new knowledge and skills, which are necessary for implementing flipped instruction, in different learning environments.- A better understanding of the mechanisms involved in flipped instruction- The participants will be part of a transnational learning community with an intercultural and interdisciplinary approach, transnational in scope and virtual thanks to the creation of a transnational learning community on Moodle.- Staff and students will gain new tools (the guideline and the videos),which will help them to benefit from an innovative approach.- A bigger connection among adult education providers.- A greater integration of third age students in an inter-generational learning environment.- The students will be protagonists of their own learning process.- An increased awareness on the importance of making learning materials accessible to students with special needs and developing more inclusive educational programs.- A better understanding of social, language and cultural diversities.- New competences and gained knowledge on the topics addressed on the videos.- Greater understanding of other educational systems in Europe."

<< Objectives >>Digitalisation is a big part of our lives and not handling them properly causes exclusion.We want to incorporate transnational cooperation models in our actions.Our objectives are:O1 Promoting social inclusion of people with intellectual disabilitiesO2 Training people with Intellectual Disabilities in digital skillsO3 Promoting the creation of accessible digital tools<< Implementation >>The activities will take place over 21 months and the three organizations involved will take an active role.A1 Management, coordination, monitoring and evaluationA2 Analysis and Research on the needs and problems of people with intellectual disabilities when using digital tools and Design of an effective training planA3 Training PlanA4 Compilation and submission of proposals to make Digital Tools more accessibleA5 Dissemination<< Results >>This project will allow people with intellectual disabilities to acquire digital skills. We will be able to create an effective methodology for learning digital skills for people with intellectual disabilities.We will promote the creation of more accessible and usable digital tools for people with intellectual disabilities.We will become more capable organizations to work internationally.