In spite of Brexit, English remains the dominant language in Europe, as 2 out of 3 people have at least a fair working knowledge of the language. Nonetheless, difficulties in different areas of language acquisition and use remain widespread. For many, if not most, learners of English, speaking in public may be the biggest fear. However, for many others, reading, writing, listening, memory retention, or learning itself is just as challenging. To help learners with Specific Learning Difficulties (SpLDs) master the specific skills that they need, our consortium of 7 partners has developed 7 self-help learning modules as Open Educational Resources (OERs). They cover the domains of public speaking, interpersonal communication, intercultural motivation, writing, memory and vocabulary acquisition, learning in general as well as reading and listening. Each self-study module is an individual course and learners may complete as many modules as they see fit. To help learners identify which modules are most suitable for them we have also developed a self-assessment tool. The modules contain strategies, tools and techniques that learners can implement right away to improve their skills and overall competence. While the materials are designed for self-study, they can also be used as supplementary materials by language teachers or facilitators. The materials are rich in multimedia and we have also included videos. The materials contain hundreds of animations and cartoons to visualize the text, provide context and engage learners. Furthermore, the materials can be also be printed or downloaded for offline use.

Throughout the EU, accommodating the educational needs of the blind, partially sighted and dyslexic are at different stages of evolution. Some countries abandoned segregation more than 30 years ago in favour of mainstream inclusion. Other countries have kept special schools at various educational levels. Mainstream inclusion is driven by demands from parents, economic pressure from legislators, and ambitions amongst disability organisations, the UN and others.Teaching the blind, partially sighted and dyslexic requires significant skills in areas of alternate media, assistive technology and pedagogical principles of teaching someone who lacks vision or is unable to form meaningful words and sentences out of letters. Teachers need to know how best to teach subjects such as algebra, geometry and music to the blind, partially sighted and dyslexic. Obviously, educational material in alternate formats (e.g., Braille, large-print, audio) must be available.In countries with special schools, knowledge of pedagogical principles, methods and aids is widely available. Elsewhere, such knowledge is fast eroding. Furthermore, countries about to transition towards mainstream inclusion lack knowledge about adequate digital infrastructures and support systems. In all cases, efficient conversion of educational material into alternate formats is crucial. This project aims to facilitate transnational knowledge interchange of teaching principles and practices, good inclusion practices, and efficient alternate media conversion.The objectives of the project were- To document pedagogical principles, methods and tools for teaching the blind, partially sighted and dyslexic.- To document good inclusion practices.- To create e-learning material to help students, teachers and relatives in mainstream education create alternate versions of educational material.- To disseminate the result of the projects to improve mainstream education and further support inclusion, self-sufficiency and independence of those withspecial needs.8 partners have been carefully selected to represent educational levels, disabilities, inclusion practices and learning technologies:SynRef (DK). National resource centre for blind and partially sighted children and youth. Project coordinator.SPS (RO). Segregated special school for partially sighted children.DABG (BG). National associating supporting dyslexic children and their relatives in basic education.POT (CY). National association closely integrated with special school for the blind and partially sighted, providing mainstream support.GNW (HU). Company specialising and training mainstream teachers who teach children with dyslexia. Associated with Hungarian Academy of ScienceANS (IT). National association for the visually impaired providing support for the blind in mainstream education at all levels.NRCB (BG). National rehabilitation and training centre providing segregated vocational training for the blind and partially sighted.Sensus (DK). Research-based consultancy company specialising in alternate media, learning technology and accessibility.All partners have experience from transnational projects. Key activities have been assigned a lead partner with experience in the particular topic, while otherpartners will contribute.The project have produced the following intellectual outputs:- A set of educational guides covering fundamental principles, practices, educational material and teaching aids for selected subjects for the blind, partiallysighted and dyslexic;- A catalogue of good inclusion practices in select areas; and- A set of learning objects on how to use the free RoboBraille alternate media conversion service.In addition, the project included project management activities, dissemination activities and project evaluation activities. Different methodologies were used in the various parts of the project. Educational guides were based on current practices amongst practitioners. Good inclusion practices were based on published reports and qualitative interviews with key stakeholders. RoboBraille e-learning will be an adaptation of an existing course into a set of standardised learning objects. Project results were disseminated on websites, learning asset databases, at relevant conferences and publications, and other channels.The project aim at the following results and impacts:- That blind, partially sighted and dyslexic students be offered mainstream education by qualified teachers at all levels in the same quality as students withoutspecial needs.- That mainstream inclusion in education be supported and implemented based on good inclusion practices.- That efficient digital infrastructures be created to support independence and self-sufficiency of those with special needs in mainstream education.It is unlikely to be possible to measure the full impact within the scope of the project. However, the project have conducted a series of pilot tests to substantiateimpact.