Our completed project has been a multinational approach which has examined best inclusive practice among community organisations who support the health and well-being of young people with S.E.N.D e.g. SAFC Foundation of Light. Our project partners have collaborated to produce a Universal Training Tool for Healthy Living which to train and implement Health Ambassadors within our institutions who will promote healthy lifestyles in schools and build links within the community as advocates and promoters of Inclusive Practice. The aims of our project are to address some of the deficiencies in current provision and to support and enable our students to make the greatest success possible of their lives. This includes being healthy, active and happy and therefore recognising that they have a valuable contribution to make in their local and global community. Studies have shown that young people with Complex Learning Needs in our communities are subject to social exclusion. Most are segregated at an early age and are sent to schools outside our communities. Many community organizations within our localities do not provide facilities or programs which are accessible or appropriate to the needs of our young people; in many cases social inclusion is not encouraged or understood. All partners have tremendous expertise in the area of educating young people with special educational needs with a wide range of learning disabilities and have used this knowledge and expertise to develop learning and curriculum materials in all our schools. We share a philosophy which is to improve the life of those citizens with disabilities by giving them the same opportunities as their mainstream peers. We have been involved in a number of Comenius partnerships and more recently an Erasmus+ project which have been recognised as exceptional by the EU. We have worked collaboratively for many years and value the opportunity of sharing our expertise and experience. To further develop our partnership we have been joined by a new partner from Sligo in the Republic of Ireland. This exceptional special school will enhance and provide additional expertise to our existing partnership. Our partnership aims to address some of these issues and problems by sharing our expertise to provide a Universal Training Tool for Healthy Lifestyles which will be shared in our local communities by Health Ambassadors, these Health Ambassadors will be recruited and trained from our student populations. This will be developed by sharing good practice, allowing our facilitators to visit schools and places of inclusive excellence within our partner countries. We will track 2 groups of 10 year old and 14 year old learners who have severe to moderate learning disabilities throughout our project. This will include information on students awareness, interpretation and ideas for a healthy lifestyle, participation in community activities as well as information on student's literacy, numeracy, social skills, independence skills and aspirations for the future. This will inform the content of the Universal Training Tool for Healthy Lifestyles in order to be effective. Data will be regularly collated, analyzed, used by all partners and shared at transnational project meetings. Each transnational project meeting will include an international seminar or workshop which will engage us in conversation and debate about the areas we consider to be important in the development of a Universal Training Tool for Healthy Lifestyles including: community social inclusion and cohesion, social Inclusion in education/health (specifically Roma) and outreach programs, social inclusion and well-being in the workplace, enterprise as tool for social inclusion and well-being, rural inclusion and community enhancement, provision for SEND both inclusive and non- inclusive in the world of sport,promoting and sharing healthy lifestyles, shared excellence SEND community groups, a forum to introduce our Healthy Lifestyle Ambassadors and launch our Universal Training Tool for Healthy Lifestyles. In addition all partners will visit examples of best practice linked to each seminar/workshop and partner country expertise.Students will complete a variety of activities which will include knowing what constitutes a healthy lifestyle and how they can educate and promote a healthy lifestyles to others; these activities will be decided on by all partners at the first transnational project meeting. A timetable of activities is attached to this form as a word document. Representatives from local community groups and sporting clubs will visit school and our students will visit local community groups to work together to develop inclusive practice. Inclusive community and sporting events will take place in each partner school to enable students to develop the skills needed to become Healthy Lifestyle Ambassadors.

<< 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.

Our three year project built upon the strengths of previous partnerships and further developed our pupils understanding of other countries and cultures. Throughout the project we worked with pupils in our partner schools to compare our lifestyles, our countries and our culture. We created a Work Related Learning curriculum for young Europeans with learning disabilities to support them in transition into the world of work, employment and independent living. The opportunities for some of our most vulnerable young people are very limited when they come to leave school. There are a number of factors surrounding this; a curriculum which does not encompass the skills and attitudes required for the world of work, the lack of appropriate facilities and college courses geared to meet the needs of those with special educational needs and ultimately the lack of employment opportunities for young people with learning difficulties. The aim of our project was to address some of these deficiencies in provision and to support and enable our students make the greatest success possible of their lives. This includes being economically active and to recognise that they have a valuable contribution to make in their local and global community. All partners have tremendous expertise in the area of education young people with special educational needs with a wide range of learning disabilities and have used this knowledge and expertise to develop learning and curriculum activities in all of our schools. We share a philosophy which is to improve the lives of those citizens with learning disabilities by giving them the same opportunities as their mainstream peers. We have been involved in a number of Comenius partnerships which have been recognised as exceptional by the EU. We have worked collaboratively for many years and value the opportunity of sharing our expertise and experience.Our partnership aimed to address some of these issues and problems by sharing our expertise to develop a work related curriculum which will provide our students with the skills and attitudes required for the world of work. During our project we aimed to develop a meaningful WRL curriculum for students 14-19 yrs and beyond which will be challenging and teach the skills required for employment and life after school. This was developed by sharing good practice; allowing our facilitators to visit schools and places of employment in our partner countries. We tracked a group of 14 year old young people who have severe to moderate learning disabilities throughout our project. This included information on student’s literacy, numeracy, social skills, independence skills and aspirations for the future. This informed the project of the content of the work related curriculum required in order to be effective. Data was regularly collated, analysed and used by all partners and shared at transnational project meetings. Each transnational meeting included an international seminar or workshop which engaged us in conversation and debate about the areas we considered to be important in the development of our work related curriculum including: Employability and the Importance of Social Inclusion; Sharing good Practice of Basic Skills; Sharing Good Practice in Work Related Learning and Developing a Work Related Curriculum; Sharing Good Practice and Links with the World of Work and Post School Providers; Sharing Good Practice in Developing Social Skills; Sharing Good Practice in Assessment and Monitoring; Sharing Expertise Sustaining a Work Related Curriculum. In addition all partners visited examples of best practice linked to each seminar/workshop and partner country expertise.Students completed a variety of activities which included identifying the skills needed to get jobs. Representatives from local employers visited schools and students visited employers to identify the skills needed to succeed in the workplace. Charities in the community were explored and an enterprise activity allowed students the opportunity to develop and use the skills required to raise funds including team building, decision making, problem solving, communication, confidence all important skills required by the world of work. Basic skill development including literacy and numeracy activities including form filling, reading instructions, writing a CV, using the telephone and ICT as a means of communication, personal finance including budgeting, shopping, paying bills, bank accounts and health and safety in the workplace including risk assessment, bullying, relationships and use of advocates. Works experience/shadowing works experience has taken place in each partner school enabling students to have the opportunity to use the skills developed in a place of employment. Students also planned and delivered an enterprise activity involving the local community enabling them to use the skills gained which are vital in employment post school.