The ambition of the LOG’IN project is to promote access to inclusive housing for people with disabilities and thus promote their autonomy and the power to act socially.Access to inclusive housing for the disabled remains very insufficient in Europe. It is, however, a complementary response to ordinary accommodation and an alternative to institutional accommodation. These are small independent housing complexes, characterized by individual living spaces associated with shared living spaces, in an adapted and secure environment ensuring more sociability.The LOG’IN training program provides the knowledge and skills necessary for qualified professionals in Europe who can provide answers to people with disabilities in inclusive housing. It therefore concerns carers, including inclusion professionals, shared housing, etc.Through their profession and proximity to the disabled, these learners will offer support and therefore play an essential role in addressing the societal challenges of inclusive housing.In this context, the learner's role becomes that of a coordinator, able to identify and support innovative local initiatives, stimulate projects, raise their voice and, more widely, spread good practices.To do this, it is important that caregivers know and integrate into the active partnerships between territorial actors in charge of housing issues, which is not the case even today due to lack of knowledge of the sector. A fortiori, beyond a few local initiatives, they are only very little involved in the context of actions related to inclusive housing.LOG’IN intends to tackle this problem by creating a transnational consortium whose the objective is to build together a European training framework which will strengthen the skills of carers to respond to the solution of inclusive housing and offer it to training centers and institutions in charge of social policies.To respond coherently to these challenges which go beyond national frameworks, the transnational dimension is necessary. In addition, the diversity and complementarity of actors' know-how, situations and local experiences will enrich the repository of available solutions and approaches.Acting on this issue leads us, in a way, to the current health crisis, and raises questions about the collective housing of the most vulnerable.

"<< Objectives >>The project aims to prevent inequality and discrimination. It aims to develop the conditions for success for young adults and enable them to evolve in society both in terms of education and the professional environment. DROP'OUT aims to promote innovative and digital teaching methods and the development of new training courses that anticipate school drop-out and prepare young people for the world of work.<< Implementation >>-Elaboration of a guide on ""prevention and repair practices"" for school dropouts.-Production of innovative training methods based in part on technical skills from the educational sphere.-Development of a platform to train educational teams and provide assistance to young people.-Design of a pedagogical kit and of a resource center to valorize the results.<< Results >>-The improvement of the skills and competencies of trained staff to help young people prevent any kind of breakdown,-The improvement of knowledge in terms of restorative prevention and assistance in the accompaniment to professional life,-The improvement of the capacity of educators to be part of a dynamic between the educational world and the business world."

"People who face mental health problems (PMH) have one of the lowest employment rates in Europe (20%-30% /UE stats-2015). Mental illness still carries a heavy stigma and a significant portion of society, including employers and the labor market in general, are not informed and educated on this issue. Most trainers, educators and career counsellors are not trained to deal with PHM. Employers, supervisors and coworkers are even less informed on how to facilitate smooth work insertion and are subject to a variety of prejudices against PMH.IMPE project "" Improving Mentoring for People with Mental Health Problems in Training and Work"" proposes to equipe mentors and other actors supporting people with mental health issues with tools in terms of training and integration into labor market.IMPE partnership represented by a panel of actors with complementary expertise (adapted care centers, rehabilitation centers, Support and Work Assistance Establishment, in-company trainers) mobilised their resources, in order to offeran adequate response to:- the needs of professional and informal mentors to have available an effective methodology to support training and labor insertion of PMH. - the need of informal mentors on the workplace to better know how to integrate PMH in the work setting and to overcome their prejudices;- the need of PMH to be effectively supported in VET training and workplace settings, and to reduce the stigma they face in society in general and in training and work settings in specific;A pilot phase with 191 professional mentors and 211 informal mentors from FR, IT, ES, GR, DE, USA, UK, SA, MY, allow to the consortium to adapt and validate the IMPE tools that are being developed as part of the project:• IO1: A Handbook on facilitating training and work insertion of people with mental health issues - available in the partnership languages ​​(EN, FR, ES, IT, GR, DE) on the project website: http : / / www.impe-project.eu/documents-reacutesultats.html• IO2: E-course on supporting insertion in training and work of people with mental issues addressed to professional mentors: http://www.impe-project.eu/destineacute-to-professionals.html• IO3: E-course on supporting insertion in training and work of people with mental issues addressed to informal mentors: https://www.openlearning.com/courses/impe-manuel-pour-les-ants-informelsThe 3 tools (manual and online courses) are developed in 6 learning units for a better coherence:- Individualized Placement and Support model,- Cope with everyday routine,- Empowerment and stress reduction,- Creativity and mental health,- Development of social skills,- Networking.IMPE values ​​non-formal training based on the ECVET system which promotes the recognition of skills from the definition of learning objectiv"

According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Attention Deficit Hyperactivity Disorder (ADHD) concerns 5% of children and 2,5% of adults who have a certified diagnosis of the attention disorder. However recent studies carried out by King's College of London show that the whole phenomenon is much wider. A survey carried out among EMPOWER ME partners highlights the fact that in schools involved in the project, nearly 40 % of the students have this disease while among VET CENTERS the percentage reaches 60%. The GENERAL OBJECTIVE of the project is to improve the academic/educational success and performances of students with attention deficit. Therefore, the SPECIFIC OBJECTIVES include, on one hand, the development of innovative tools and methods to promote teachers/trainers/educators’ abilities to adequately address the attention abilities of students. On the other hand, the project intends to provide students with strategies, tools, methods to manage their attention disorders and increase their attention ability. The TARGET GROUP includes: - STUDENTS: with formal recognition of AHDH or ADD disorders and also students with special behavioural needs including those who have behaviour related to attention disorders but no specific formal recognition and who represent the majority of the youngsters; - TEACHERS/TRAINERS who work with multiproblematic classes including Behavioural and Learning Disabilities students and EDUCATORS who work individually with students with Behavioural and Learning Disabilities students. Project EMPOWER ME! will foresee the development of 4 Intellectual Outputs (IO): - Compendium of Methods for teaching and counselling youngsters and students (VET) with attention disorders - aiming to provide elements to establish a theoretical basis to sustain the other three intellectual outputs to create. - Study Analysis on the characteristics and needs of the youngsters, students (VET) with attention disorders and of the teachers/trainers/educators working with multiproblematic students. - Virtual Resource Centre (The EMPOWER ME Centre) - designed as a virtual space where trainers/teachers/educators from different countries can find some information about attention disorders. They will also have the opportunity to interact with professionals and experts while presenting examples of good practices, especially in VET contexts, and difficulties they face in their daily practice. EMPOWER ME Centre includes information about teaching methodologies that promote educational success amongst students suffering from those problems and other materials and resources.- TOOLKIT for students including exercises and web application that can be used to promote attention skills. The project follows a STUDENT-CENTRED-APPROACH. This approach is considered as crucial to empower students and make them responsible for their choices because they will be active in the investigation of their needs and proactive in finding solutions. The project expects to OVERCOME SCHOOL FAILURE THAT IMPOSES VERY HIGH COSTS TO SOCIETY. Teachers and trainers are to be equipped with innovative tools and methodologies to deal properly with students with attention disorders. The expected long-term impact is: - creation of professional networks and communities of practice; - more profitable school environment; - improved effective study method sets on special attention needs; - improved awareness of the phenomenon of youngsters’ attention problems; - identification of innovative tools to provide quality teaching and training to students with attention problems to be included in institutional school curricula.

"<< Objectives >>The project ""My Virtual World""- 3D Job Training for Autism aims to train adult educators, VET workers, Employers and parents of young people on the autism spectrum who struggle to get into the world of work and retain sustainable employment. The main objective will be to upskill educators and trainers using 3D Technology and help them learn how autism impacts autistic people throughout the journey of looking for work along with helping employers to adopt better practices for autistic employees.<< Implementation >>Project Management planFinance Management PlanSharing and Promotion activities3 x TPMs in partner countries4 promotion events1 International ConferenceWork packages to produce: a. Handbook/methodology, training curriculum with learning outcome matrix for VET pros and decision-makers, b. A Online toolkit for VET pros and a set of online toolkits for Autistic People and those training people with autismc. 3D Virtual Job Environment application for digital transformation in VET education<< Results >>1. An online toolkit for VETpros and skilled autistic people looking for long term sustainable training and employment2. An open-source 3D VR platform ""My Virtual World"" that will allow Educators, Employers and VETpros to experience and understand the journey of an autistic person whilst looking for employment and for autistic people to practice essential skills to secure a job such as an interview technique3. A methodological manual and a VET curriculum targeted at VET decision-makers"