Adults with developmental disabilities face many challenges. Although some individuals are able to work and are relatively self-sufficient, others are not. There is a variety of activities that can help adults with developmental disabilities to socialize, express their feelings and stay healthier. Activities for the developmentally disabled are most successful when based on an individual’s skills, interests, physical abilities, level of socialization and therapeutic benefits.Music is such a helpful tool for adults with developmental disabilities, as most individuals respond favorably. Music training triggers and requires contacting multiple stimuli resulting in activating specific brain regions that are important for our growth. It is therefore a multi-sensory experience that affects the mental, psycho-emotional, functional and kinetic aspects of a person's activity. Regarding people with learning disabilities, all the aforementioned constitute the aid and development fields to improve quality of life. More specifically, music education enhances specific cognitive and perceptual skills, such as observation, attention, concentration, memory and understanding, as well as the development of interpersonal relations and socialization.In M.E.L.O.S. we developed and tested an innovative, needs-tailored, inclusive learning music process, based on the creation of activities among project partners and target groups, that would enable the development of a certified training course. The project consortium created a specific methodology, usable video tutors, teaching tools and demonstration activities in order to increase the skills and abilities of both the learners and teachers/trainers through a common on-line platform. Our consortium was headed «To Ergastiri» and Dr. Ioannis Makris Phd. To Ergastiri» is a non-profit organization that aims to assist in the social integration and general wellbeing of adults with learning disabilities.The Jaunuoliu Dienos Centras (Lithuania) is a social service institution that provides day activities for disabled youngsters with severe and moderate physical and intellectual impairment over 18 years of age. Their activities include small work tasks, drama, art, sport, IT and informal education. Aliaga Ozel Egitim Uygulama Merkezi ve Is Uygulama Merkezi (Izmir, Turkey) is a non-profit public school that provides academic and job training to mentally challenged individuals between the ages of seven to 21, that is from primary and secondary to high school.Cope Foundation (Ireland) is an institution in service for people with intellectual disabilities and autism. The Arts Department of the Foundation holds responsibility for the development of the arts (music, dance, drama, film, visual arts, and arts therapies etc.), hosting local, national and international arts festivals for people with disabilities. While their activities perfectly match the scope of this Project, more importantly, the Cope Foundation holds a significant experience in running similar projects and in taking part in European partnerships. Finally, it has been a delight to being able to cooperate with OmegaTech, a company that invests in research, web applications and development and internet solutions. OmegaTech will provide the on-line platform for the distance learning method and will implement the relevant website.The method applied has already been successfully piloted by Dr. Ioannis Makris, PhD (music conductor/development leader in the present project) under the title 'M.E.L.O.S'- Musical Education Light and Optical Stimuli. The piloting has been taking place in the past year in the facilities of ERGASTHRI, through which an ad hoc orchestra has been created, by trainees with intellectual disabilities. Throughout the development and piloting of the method it has been proven that in a very short period of time the trainees were able to participate energetically in an orchestra and play music as a group. The project consortium focused on training and education needs of the target group aiming to achieve:The simultaneous enhancement and the development of cognitive, perceptual and kinetic skills through an enjoyable, creative and interactive learning experienceLearning a musical instrument is addressed to everyone regardless of the degree of functionality and disability, so that no one is excluded from the process of learning. This implies the coexistence, rather than the separation, of people with different degrees of functionality.An indirect approach of other skills and functions in social and psycho-emotional level, for example participation in a group, accountability, self-limitation, role commutation, coexistence, etc.Combination of music education with pure entertainment and relaxationFurthermore, it can be applied by a qualified therapist as part of a therapeutic process, by utilizing information obtained from the educational process that occurs in an individual and group level.

Background In the last 2 decades, education and research have been inextricably linked to advanced technologies. The area which has not been thoroughly investigated yet is that of “real-time education” with experimentation and collaboration between different Institutions. This constitutes a hybrid space located between the virtual and real space. The scientific coordinator of this proposal, Professor M. Santorineos and his research group, have been working towards this direction for more than 10 years. Different experimentations have been developed in physical and virtual space, towards the definition of a collaborative virtual space for artistic education and experimentation, under Erasmus Intensive Programs (Delphi, Greece 2004, 07, 09 and in Paris, 2008). Those activities were organized by Athens School of Fine Arts (ASFA), University Paris 8 and other institutions. Throughout those periods of experimentations, it was not feasible to produce an integrated platform fully supporting the idea of a virtual artistic laboratory. Eventually, with the support of Erasmus+ this idea has become a reality. Objectives The main objective of @postasis is the use of the existing educational and research experience, together with advanced creative technologies, towards the conception of a platform capable of supporting and unifying under a common infrastructure, collaborative education with real-time experimentations, and the production of joint artistic projects and large-scale events. A particular characteristic that makes @postasis platform important and interesting is that it combines – on equal terms – advanced technology with an educational methodology. Each professor / teacher / instructor takes an empty ‘intelligent’ space with lots of technical facilities and creates his/her own environment and course.Participants Athens School of Fine Arts (www.asfa.gr) and Paris-8 University (www.univ-paris8.fr) the initiators of this idea, have contributed the main educational requirements and methodologies. Omega Technology (www.omegatech.gr) a software company specialized in digital culture implemented the backend infrastructure, MAD Emergent Art Center (https://madlab.nl/), a non-profit organization targeting self-education concepts provided the platform's interaction with a wider audience and its technological connection to the physical space through Internet-of-Things (IoT) technology, and ARGENIA (argenia.it), an association for Generative Art has covered related theoretical and educational aspects. Activities During the 28 months of the project’s implementation, the partners have developed an interesting technological infrastructure, the platform @postasis, which offers a creative environment towards innovative Intellectual Outputs: Apart from the backend infrastructure of @postasis supporting real-time virtual multiuser spaces and the interconnections between them, a set of front-end tools were also created (Behavior Interactive Interface, IoT connectivity especially for @postasis). All these gave the οpportunity for different methodologies of use, innovative educational scenarios to Fine Arts Schools, Universities, and secondary schools. In addition, interactive projects were created, as well as real-time theatrical performances in collaboration with Festivals, and art exhibitions in the linked physical and virtual spaces in collaboration with the National Museum of Contemporary Art in Athens. Those actions adressed different stakeholders, students, artists, indie developers, curators, professors and school teachers.The above results have been presented to the 5 Multiplier Events realized by the consortium highlighting different aspects of @postasis Intellectual Outputs. A great part has been recorded to printed or audiovisual material and is accessible through the website of the project. Results and impact More than 8 innovative educational proposals (workshops, seminars, courses) have been produced, illustrating different uses of @postasis platform, and addressing different levels of knowledge, and types of education (e.g. academic, self-education, STEAM, deeper learning). A rich set of materials have been produced, e.g. texts, interactive 3D content, multiuser project templates, DIY manuals, etc. Most of the educational proposals are documented, also, theoretically. A lot of people and Institutions are interested to use the platform and its results.Longer-term benefits @postasis platform provides a space which is powerful, creative and highly aware of the needs of contemporary artistic education, as to real-time experimentation. It is a structure that enables the production of artworks and educational materials in different levels, and it has a special library with all the experience archived. The composite structure of the platform and its capabilities anticipate the development of an international network of people working in the field of education and the creation of new ideas.

<< Background >>Ploes E.Psy.Me., Gewerksttat and ARCIL provide therapeutic services and support to people with developmental and/or intellectual disabilities, many of whom are diagnosed with autism. Thus, the provided services are intended for the development of social, emotional, cognitive as well as daily living skills of autistic individuals, aiming for social inclusion in all parts of daily life. This educational program is closely connected to the services already provided in the VET organisations participating in the consortium, taking things one step further, by completing the vocational training with pre-vocational and interpersonal skills required for autistic beneficiaries to have access to meaningful employment and by making it interactive and attractive to users by adding VR to the equation. Unfortunately, even though the services provided cover a wide range of skills and educational programs are designed on a yearly basis to fit the needs of the beneficiaries, there is a vast need for an integrated project that is going to concern vocational training adjusted to the needs and challenges of autistic individuals. Young people who are affected by autism or autism spectrum disorder (ASD) do actually not have equal access to VET and work. Even if they have the capacity and intellectual property, they face barriers on the way to VET and the labour market.The aim of inclusion in Europe needs to support this group. This is why this consortium wants to address this project to develop ways to the needs of autistic people to get full access to VET and the labour market.As mentioned above, the specific project aims to create an educational program that entails vocational training adjusted to the needs of autistic individuals through the integration of in vivo training seminars and Virtual Reality technology.The training created is going to entail:•Training for mental health professionals in the methodology that is going to combine Virtual Reality and a complete interpersonal, pre-vocational and vocational skills program.•Training for autistic beneficiaries interested in finding employment•Assessment and certification according to EU standardsThe project aspires to fill the gap between school education and employment for autistic individuals that do not have access to tertiary education.<< Objectives >>VIRTUS project is addressing the preparation and readiness of ASD individuals on occupational ability, adaptation to professional environments and professional training with Virtual Reality (VR) technology.In the frame of the project, we suggest a paradigm through which we can identify the strengths and shortcomings of the target group. As such we presuppose:-Assessment through methodological tools (workings skills and wellbeing are going to be measured) and procedures will be actualized-Development of VR scenarios-Use of Virtual Reality technology-Hybrid (in vivo & through VR) methodology format-Training of trainers (specialised professionals, specifically: barista, kitchen assistant, office clerk)-Training on interpersonal and pre-vocational skills -Application of the acquired skills-Skills evaluation and certification according to EU standardsIn general, VIRTUS Project aims to:●Raise awareness campaign targeted to relevant stakeholders such as employers, parents and caregivers of autistic individuals, VET organisations, organisations active in the field of autism from the network of contacts of all participating organisations●Enhance the vocational skills of autistic individuals to raise possibilities to secure and maintain meaningful employment and increase their sense of wellbeing●Make the training programs more attractive and interesting for autistic individuals by combining innovative VR technology with in-vivo seminars●Provide high-quality vocational education and training in a range of professions in which autistics could thrive and certify the acquired skills according to EU standardsWe want to create training programmes based on new curricula which help autistic people to get the competencies, social skills and knowledge they need to enter the labour market.Avoidance and prevention of social exclusion and marginalisation is at the core of this attempt<< Implementation >>In the frame of the project, we suggest a paradigm through which we can identify the strengths and shortcomings of the target group. As such we presuppose:-Assessment through methodological tools (workings skills and wellbeing are going to be measured) and procedures will be actualized-Literature research and needs analysis on autism and employment-Training material creation that is going to combine the expertise of mental health professionals with expertise on autism and specialised professionals in the fields selected (barista, kitchen assistant, office clerk)-Development of VR scenarios -Hybrid (in vivo & through VR) methodology format for the pre-vocational and vocational skills part of the training-Training of trainers for mental health professionals and specialised professionals, -Training on interpersonal, pre-vocational and vocational skills addressed to autistic participants -Skills evaluation and certification according to EU standards-VIRTUS Tutor’s guide development-Dissemination plan targeted to relevant stakeholders in the field of employment, autism and vocational education and training providers<< Results >>During the VIRTUS Project’s duration, the following deliverables will be developed:-Literature research and needs analysis on the needs of autistic individuals in search of employment. This report is going to be submitted for publication in academic journals. -VIRTUS Training kit, that is going to include 3 pillars: interpersonal, pre-vocational and vocational skills (on three specific professions: Barista, Kitchen assistant, office clerk)-12-month implementing activities in all participating countries-VIRTUS Tutor’s Guide (translated in all languages of the countries involved and available for free access after the completion of the Project)-Certification Scheme according to European standards intended for training material, trainers, as well as autistic participants.The VIRTUS Project is expected to have a great impact on the mental health professionals and autistic individuals involved as it will provide an attractive and innovative training program, targeted to their specific needs and challenges. The contribution of specialised professionals and autism experts will provide added value to the project, by connecting it with the labour market in an autism-friendly methodology. The utmost purpose of the project is to battle unemployment for underrepresented populations, such as autistic individuals, by providing high quality certified skills and by preparing them for the labour market.

"STEAM education is about engaging students in a multi- and interdisciplinary learning context that values the humanities and the artistic activities, while breaking down barriers that have traditionally existed between different classes and subjects. This trend reflects a shift in how school disciplines are being viewed. It is driven by a commitment to fostering everyday creativity in students, such that they engage in purposive, imaginative activity generating outcomes that are original and valuable for them. While this movement is being discussed almost explicitly in an education context, its roots are embedded across nearly every industry. A renewed interplay between art, science and technology exists. In many ways, technology is the connective tissue. DiSTARS aims to test a synchronised integration of Art and STEM in the primary curriculum, simulating the ways in which subjects naturally connect in the real world. Combining scientific inquiry with artistic expression (e.g. visual and performing arts), storytelling, and by using the STORIES storytelling platform along with AR and VR technology, the project aims to capture the imagination of young students and provide them with one of their early opportunities for digital creative expression. In spite of the strong gendering of interest in science, research has indicated that the “The possibility of life outside Earth” seems to be equally interesting for girls and boys. Students who will be involved in the project will work collaboratively in groups to express their visions for the future of Space Exploration. Each group of students will create a digital story in the form of an e-book (in a 2D or 3D environment) showing how they imagine a visit to any planet or moon in our solar sytem, the trip, the arrival, the buildings on the planet, the life of humans there. The project will focus at the age range 10 to 12 years old. It is the specific time that in most of the curricula in European Countries (and in the world) the Arts lessons of the curriculum are downgraded from other subjects, including STEM.More analytically the main objectives of DiSTARS are: a)to develop a pedagogical framework for integrating arts into STEM activities. Creativity will be supported and blended within project-based and inquiry science education approaches. The proposed framework will guide the teachers during the storytelling interventions towards better realizing their emerging role as coaches of learningb)to extensively use the STORIES advanced storytelling platform and its innovative VR & AR interfaces to support students in the creation of their digital stories. The STORIES platform was developed, tested and validated in 2019 within the framework an EU research and innovation (RIA) action. It allows for the creations of the students (paintings, models, dioramas and constructions, 3D objects and landscapes, animations, science videos and science theatre plays) to be captured according to their scenarios and be integrated in storylines. These students' storylines presented on various interfaces (3D Worlds, VR and AR) will be available in the form of interactive ebooks. The platform will be upgraded to inlude besides Mars, the Moon and other planets of our Solar system.c)to create a series of STEAM hands-on activities that expand students' knowledge on space exploration and to propose innovative teaching strategies that will offer students high participation, will support deeper learning and will formulate a common set of guidelines on how scientific work can be used to explore “real science” with “story telling as a catalyst""d)to pilot DiSARS to real settings in Germany, Austria, Greece, Bulgaria and Portugal. e)to provide assessment tools that go beyond addressing students’ intellectual ability looking into competences such as collaborative problem-solving, communication etc. that become indicators of deeper learningf) to promote the project results and communicate the impact and benefits to the different identified target groupsResearch in education indicates that a shift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of content. Honing these skills in learners can lead to deeply engaging learning experiences in which students become the authorities on subjects through investigation, storytelling, and production. DiSTARS as a promoter of this transformation stretches the importance of piloting and evaluating its approach in real settings across Europe. The main DiSTARS target groups are school communities (including parents), researchers in STEM education and in ICT-based education and ebook developers and publishers. Following the implementation of the project's activities, the dissemination targets will include educational policy makers as well as curriculum developers."

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with prevalence rates of 1 in 68 individuals. ASD manifests with a lack of social and communication skills and the presentation of repetitive and/or restrictive patterns of behaviors. Individuals with ASD face important challenges in their social encounters due to a lack of intuitive social ability. This lack usually emerges early in development and usually is manifested as a lack of interest in social interaction or pronounced awkwardness which results in a lack of engagement in activities that promote social integration. Most children with a diagnosis of autism in childhood or adolescence receive high quality services either in the form of individualised educational support or in the form of speech therapy, occupational therapy or psychological and psychiatric support – if needed. Once they reach adulthood their lack of a flexible repertoire of social behaviors makes it difficult to adapt to a complex social environment. In addition to that autistic adults have no where to turn to because services are mainly geared towards children and adolescents. Lacking the necessary support and the interpersonal skills to adapt to a complex social environment most individuals “fail to launch” and may start to manifest signs of a mental distress and eventually, mental disorder. This realisation of the lack of services for adult high functioning autistic individuals was the impetus for developing the idea for the project Working Through. The main objective of the project was to offer a high quality learning opportunity in work related skills for high functioning autistic individuals through the use of Virtual Reality (VR) technology by using social scripts to impart “soft” skills (interpersonal, communication skills) in increasingly challenging work environments. The project was highly innovative in that it supplied a high quality learning opportunity through the use of Virtual Reality (VR) technology by simulating a working environment manipulated by experienced trainers in a way that put the autistic individual in potential social situations that may cause awkwardness and/or elicit a non productive, insensitive or off-putting response. The simulated VR environment presented with opportunities for training “soft” (conversational, empathizing, turn-taking, socially responsive, conflict resolution at work) skills by specifically addressing the deficits identified in the social behavior of the participants. The objective was achieved in that all autistic participants realized benefits in their social skills repertoire and the expert trainers gained valuable experience in using the VR environment to effect behavior change. There were four groups of participants, one in each country with a total of 36 individuals participating in the pilot trials (9 in Greece, 10 in Denmark, 10 in Ireland and 7 in Cyprus). All individuals had received a diagnosis of ASD, either in childhood or as a young adult.DESCRIPTION OF ACTIVITIESThe training regiment in this project was defined by the pedagogical framework which set the theoretical foundations, the instructional means and success criteria of the training program. This allowed for the development of the curriculum which specified the teaching materials and activities that would define the kinds of materials and activities that would constitute the training program. The curriculum set the framework for the development of the social scripts with the kinds of training opportunities described in the curriculum. A VR environment was created that provided the learning opportunities in the form of social scripts . Finally the autistic participants received VR based work related social skills training with the guidance of an expert who provided scaffolded instruction tailored to the rate of progress of each participant.IMPACTThere was success in proving the concept of using VR to impart skills to individuals who lack work related social skills (Proof of concept). All autistic participants felt comfortable in using the VR headset and there were no cases of nausea or discomfort. The training program was successful in that all participants realized benefits from their participation in terms of acquiring or improving on work related social skills. All post- training learning indices were positive and most participants expressed interest in participating in other training activities using VR. In terms of long term benefits the project managed to bring together technology experts from the field of Virtual Reality with experts from the fields of education and mental health and kindled the interest of a potential future collaborations by extending the newfound know how in helping people with other mental disorders such as social anxiety and phobias. Finally, it set the path for similar undertakings by providing the principles and the means of developing a VR based training program.