"The aim of this project is to improve the inclusion of vision impaired people and their quality of life. Even 14 years after the ratification of WHO's ""International Classification of Functioning, Disability and health"" (ICF), vision impaired people make the experience, that the assessment of their performance is still reduced to their impairment. Concerns about their physical autonomy and mobility dominates the valuation of qualities and skills, which they achieved in education, studies or vocational training.The strategy of the project is to improve the image of of the target group concerning autonomy and mobility, by introducing an innovative training concept for sports. This strategy was successfully realised and evaluated during a national funded project in Germany. In the national study, the implementation of this theoretical model along with the implementation into sport-live proved to be successful and applicable. In the planned transnational setting, adaptations will be done to address the special needs of the VIP and the trainers/instructors in the participating countriesThe idea behind this strategy is to motivate the visually impaired students to be physical active. Besides the health aspect, the vision impaired people enhance their social contacts and their image to be mobile and independent. A potential employer who is reading in a CV, that a visually impaired job applicant is active in swimming, climbing, archery or long distance running, is not in doubt anymore, if this person may come to work every day or is able to join the washing rooms for his own. In contrary this person becomes interesting.The training concept, which should be transferred to the partner organisations, was developed and successfully accomplished during a four year lasting project in Germany. The training concept can be realized in an every-day environment with a minimum of administrative or infrastructural effort. The concept can be transferred to the requirements of several organisations, sport clubs, interest groups and similar bodies.In this project the training concept will be adapted to the requirements and preferences to the project partners and transferred to a curriculum.An initial train-the-trainer course will be carried out in English for the trainers and teachers of the project partners. During the next step, the available curricula an teaching materials will be translated to the languages of the partner countries (BG, D, EN, IT, RO). The partner organisations from Bulgaria, Italy and Romania will then carry out a course for their trainees and students, according to the developed curriculum.The participating trainers are supposed to act also as multipliers for their colleagues and external trainer/teachers. Those courses will be executed with the translated teaching materials. The efficiency and the success of the project will be evaluated during the whole project period. The evaluation report should provide sufficient information to interested organisations and stakeholders about the efficiency and acceptance of the course.All project results, like the curriculum, teaching materials and the comprehensive evaluation, will be published in all partner languages on a CD-ROM. All files are also available for download from the project homepage. The products are licensed under Creative Commons Licence and can be used and adapted by interested organisations and individuals."

In order to improve the situation for blind and severely visually impaired persons, the number of O&M trainers needs to be raised drastically to shorten waiting times and provide the users with the required amount of training to fully be self-sufficient in their mobility. However this can only be a second step, as first there needs to be a training option for the orientation and mobility trainers (OMT) themselves. Currently the only available courses are hosted in single institutes that provide only a small amount of education slots. These trainings are also very expensive either for the trainers themselves or the organizations that plan to employ them in the future. Also the coordination between the different educational institutes in different European countries is quite weak which leads to OMT being educated in one country often not being able to transfer to another country as the techniques are used differently and the education is often not seen as comparable.Then there is the matter of the digital readiness in this specific situation. the projects want to analyse the different way to support the needs for frontal lessons during the OM path.The goal of this project is to set up a common training curriculum for all European countries that can be implemented by tertiary educational facilities (Universities and Universities of applied sciences) and that will encompass all skills and techniques, also ICT skils, required to provide OMT to blind and severely visually impaired persons. Over the duration of the project we will develop training materials, educational guidelines and courses that in their sum constitute a fully educational program. These materials will be based on existing training materials for OMT and will be adapted to gather for the needs of different countries and thus allow graduates to offer their services anywhere in Europe.Producing a curriculum is the first step towards a successful implementation of a train-the-trainer program in a defined curriculum. , we will also include the educational facilities that are supposed to host the newly developed program as well as public authorities who are later responsible for accepting the qualification of the OMT and subsequently are paying for their services. In order to involve these stakeholder groups we will conduct workshops and expert meetings in different countries represented in the consortium.Eventually the developed course materials will be provided as open educational ressources (OERs) that should allow different educational facilities to take up the provided content and develop their own graduate courses upon them and also to enable representatives of other persons with disabilities to add their needs and training requirements to these materials so that the range of services for the graduates can continuously be increased.

"<< Background >>The EC stresses that ICT must be used for people with disabilities, facilitating the use of online services and content and removing barriers. However, the concept of accessibility only applies to web products and services, through the Web Accessibility Initiative guidelines, while in synchronous distance learning the necessary accessibility parameters are not limited to the technical point of view, but concern 3 levels: access to web platforms, contents and activities. Specific parameters have been set up to ensure accessibility to the content, but there is no systematic development of theoretical paradigms and teaching methodologies, as well as operational guidelines for the planning of inclusive online activities. Inclusive and accessible vocational training programs for people with sensory disabilities also help to increase their participation in the labor market (the unemployment rate for blind/visually impaired people is 75% in Europe).According to Cedefop, with the health crisis the continuity of learning can only be guaranteed thanks to the digital skills, flexibility and creativity of trainers, who must develop technical and andragogic skills for distance learning and need tools and methodologies to increase effectiveness, usability and active involvement of learners.This urgency is even greater for VET that plays a key role in the up-skilling process and the prevention of the digital gap and that suffered a strong suspension of Work Based Learning due to the pandemic. DIRECT TARGET - PROFESSIONAL TRAINERSAccording to TALIS data, 26% of trainers do not feel prepared to teach through the use of digital technologies. Among the challenges that trainers face we find:- Lack of digital skills for the effective use of platforms, the creation of digital educational content and the inclusion of students with disabilities- Lack of distance learning methodologiesIn this regard, UNESCO suggests that the training of trainers should clarify the theoretical and logical foundation of the use of ICT to support the learning process of people with disabilities and provide practical experience in the implementation of ICT tools. In this context, the project intends to provide professional trainers with the mindset and the motivational and practical tools to make the most of the potential of an inclusive digital training.INDIRECT TARGET: PEOPLE WITH SENSORY DISABILITIESFrom studies on the level of accessibility, it appears that distance learningdoes not fully respond to the needs of people with sensory disabilities. Technological accessibility is not sufficient to guarantee a truly inclusive experience because it does not translate into the possibility of fully participating in an online training experience.Methodological-didactic accessibility is poor and the guidelines are limited to providing information on the conversion of content into accessible formats.Access to educational activities that require interaction with other people requires an ad hoc design with operational instructions to allow everyone to participate. In order to be a rewarding experience for all, distance learning accessibility must be conceived in a holistic sense: it must consider the entire learning process and not just the technological side; the training path must be built around the needs of the learner, to which it must respond by integrating the various components of accessibility, learning outcomes and infrastructure. The project intends to create replicable guidelines, capable of including and enhancing standards already existing by integrating them with new procedures and practical tools.<< Objectives >>The DIG.I.T.ABLE - DIGital Inclusive Trainers for AccessiBLE Education project intends to contribute to:- improve the alignment between the skills of professional trainers and the needs of the labor market through new skills and specialized digital competences applied to accessible and inclusive online training- expanding the job opportunities of professional trainers through the acquisition of inclusive teaching skills that allow them to involve also groups of learners with special training needs- improve the attractiveness of online continuing professional training, both for learners and trainers, through dynamic, interactive and engaging digital training approaches and tools- broaden the career opportunities of workers with sensory (visual and hearing) disabilities through the increase of accessible and inclusive online vocational training opportunities- increase the quality and impact of the activities implemented by continuing vocational training organizations, through the exchange of good practices for planning and developing the inclusive digital skills of their staff, in order to reach an ever wider target of learners<< Implementation >>WP1: PROJECT MANAGEMENT - Lead: SAPERESSERE + all partnersA1.1 Coordination and managementA1.2 MonitoringA1.3 EvaluationWP2: INCLUSIVE DIGITAL TRAINER CURRICULUM - Lead: SAPERESSERE + all partnersA2.1 Analysis of the training needs of people with sensory disabilities: focus on the accessibility of online, synchronous and interactive vocational training (Needs analysis)A2.2 LTTA organization for the exchange of good training practices between partners in response to the needs of people with sensory disabilities (Collection of good practices)A2.3 Elaboration of the new integrated didactic paradigm with description of the technical and didactic characteristics of an ideal interactive inclusive digital training (theoretical paradigm)A2.4 Adaptation of existing digital tools to meet the special needs identified in the context of synchronous distance learning (Guide for the alternative and adapted use of existing technologies)A2.5 Development and implementation of new digital tools for accessible, inclusive and interactive synchronous distance learning (innovative software for the involvement of the online class and related guidelines)A2.6 Detailed description of the knowledge, skills and attitudes of the inclusive digital trainerA2.7 Development of the training program to develop the figure of the inclusive digital trainer: methodologies, tools, activities and Learning Outcomes based on criteria provided by the certification toolsA2.8 Translation of the Curriculum into the languages ​​of the partnershipWP3: TRAINING - Lead: InterMediaKT + all partnersA3.1 Test of the training methodologyA3.2 Detailed description of the criteria for selecting participants: basic knowledge, skills and attitudes that the student must possess when starting the training courseA3.3 Selection of participants in the Training: definition of the selection procedure, preparation of the call for participants and implementation of the selection (screening of CV and motivational letter; possible interview)A3.4 Organization and implementation of the Training for inclusive digital trainers: online training of professional trainers in order to transfer them knowledge and skills to effectively design and deliver synchronous, accessible, inclusive and interactive distance professional training courses for people with sensory disabilitiesA3.5 Pilot course: the new inclusive digital trainers deliver an inclusive digital training to a class with people with sensory disabilities. In each country (4), 6 groups of inclusive digital trainers deliver their own 2-hour pilot course, for a total of 48 hours of pilot-courseA3.6 Design, registration and editing of video-lessonsA3.7 Verification and certification of skills and competencesWP4: TOOLKIT - Lead: EVTA + all partnersA4.1 Follow-up: inclusive digital trainers report their direct experience in the field, with particular attention to the difficulties, critical issues and creative solutions introduced during the delivery of their pilot courseA4.2 Collecting feedback from the indirect target group on the quality, interest and accessibility of the pilot courseA4.3 Elaboration of the Replicability Toolkit with detailed operational instructions for the design and delivery of inclusive digital training to be disseminated at all levels of the education and training sectorWP5: COMMUNICATION AND DISSEMINATION - Lead: EVTA + all partnersA5.1 Communication and Dissemination PlanA5.2 Construction of a European database of stakeholdersA5.3 Website development and implementationA5.4 NewsletterA5.5 Social media strategyA5.6 Promotional videoA5.7 Press OfficeA5.8 Production of information materialsA5.9 Organization of 3 Multiplier Events<< Results >>The project contributes to the general objectives through the achievement of the following SPECIFIC OBJECTIVES:1. Improvement of trainers' digital skills, knowledge and ability to use specific methodological tools and approaches for distance learning, with a particular focus on designing online courses that are dynamic, interactive, engaging and inclusive (at least 120 trainers involved)2. Improvement of the accessibility and inclusiveness of continuing professional training online for people with sensory disabilities (visual and hearing) (at least 50 people with sensory disabilities involved in the pilot course)The specific objectives will in turn be achieved through 3 TANGIBLE RESULTS:1. THE CURRICULUM OF THE INCLUSIVE DIGITAL TRAINERThe curriculum includes:- Basic skills and competences to access the course: skills and competences that the participants must already possess when they start the training to become inclusive digital trainers (for example, already being a standard trainer)- Characteristics of the inclusive digital trainer: knowledge, skills and attitudes- Training program, methodologies, tools and learning outcomes to develop the figure of the inclusive digital trainer2. THE ONLINE CERTIFIED PROFESSIONAL TRAINING COURSE FOR INCLUSIVE DIGITAL TRAINERS (120 participants from the direct target group) and 50 participants with visual and hearing impairments (indirect target group).The course will transfer to professional trainers:- INNOVATIVE TEACHING APPROACHES AND METHODS to gain confidence in the online learning environment, involve the class, enhance its diversity and make courses accessible and inclusive. These methodologies will include and enhance the existing standards and the results of another Erasmus project on inclusive training (""Virtual Academy for Professionals in Education and Training of Visually Impaired People"") providing detailed pedagogical instructions and practical value- EASY-TO-USE DIGITAL TOOLS, BOTH NEW AND EXISTING, for the development of training centered on the learner and on interaction within the class group3. THE TOOLKIT FOR THE REPLICABILITY of the online professional training course with guidelines on how to organize the inclusive online training course for people with sensory disabilities, including teaching approaches, methodologies, tools, recommendations and practical examples. The Toolkit will be supported by the pilot training provided by the new inclusive digital trainers to people with sensory disabilities, in order to collect their feedback, and also by the follow-up activity (focus group with the new inclusive digital trainers to make the point of their teaching experience in the pilot course)"

Due to the visual handicap and the requirements for assistive devices, blind and visually impaired people are usually at a disadvantage when it comes to modern digital education. However, digital competence will continue to be a key factor in the probability of placement on the labour market in the future.Another aspect is that tactile teaching and learning materials are still essential tools in the education of blind and visually impaired students. Such tactile materials are used in lessons of natural sciences, mobility training and all-day living skills. In vocational training tactile models are used in medical and technical subjects.Until now the production of tactile materials has been expensive and time-consuming. The more simple solution to work with swell paper, however, offers strong limitations in the three-dimensional representation and sufficient reproduction of details. The development of ever cheaper and more powerful 3D printers offers new opportunities for the individual production of versatile and affordable teaching materials. In addition, 3D printing technology is an emerging innovation in the context of digitalization, which in particular educational organizations need to address in order to be able to transfer the knowledge in a second step to their students. However, in order to meet this requirement, trainers must be able to recognise and operate the technology in question and its potential. However, it is necessary that this topic is not limited to the STEM subjects, as is usually the case.This project is an initiative to improve the digital education of visually impaired students and their digital competence by implementing 3D technology. These two objectives will be achieved by a two-step strategy. 1. In the first step, teachers and trainers for visually impaired persons will be introduced in the utilization of 3D printers themselves. This step should enable the trainers to create tactile teaching materials and tools for their participants and gain practical experience by using this technology regularly.2. The next step is to enable the trainers to use their acquired experience to instruct their students in 3D printing according to the methodological requirements of visually impaired students.As an additional result, the products that have been developed during the project will be published on an already existing 3D printing portal (Thingiverse) and on a new and open portal for products for the visually impaired, which will be developed and continuously hosted by the Austrian partner.The starting point for this project are the experiences of the applicant, who has already successfully realized this procedure in his own company. In the results of this project, the special experiences and requirements of the project partners will be considered and transferred.During the project a curriculum for the trainers and a curriculum for the students will be developed. The development of the corresponding teaching materials in the languages of the partner countries is also part of the tasks. The education of trainers into 3D printing will take place within two one-week lasting training events.The products developed here can be used by other educational institutions and teachers for people with sensory disabilities.

<< Objectives >>The aim of the project is to investigate areas of application of virtual reality systems (VR) in the context of vocational training for visually impaired people and to implement this technology in the partner organisations. The first step is to introduce the trainers and the technical staff to this technology so that they can identify new areas of application for the target group from a technical point of view. This approach is innovative, as VR has not yet been considered for this target group.<< Implementation >>Four activities will be carried out in this project. In the first phase, fields of VR applications in vocational training and research will be identified. This also includes finding possible applications for the vocational training of visually impaired people. Three hybrid conferences with the participation of external experts, specialists and researchers will be held as further activities. These will address their own experiences and potential uses of VR in vocational training and other fields<< Results >>As a result, the project publishes comprehensive information about existing and potential areas of VR applications in the vocational training for visually impaired people, ophthalmological diagnostics, simulation, and vision training. This publication is available digitally under Creative Commons Licence and includes multimedia examples of VR applications for the target group of visually impaired people. Innovative areas of application for VR systems in this field are also presented.