Travel by people with disabilities, also known as “disabled travel” or “accessible travel,” is on the rise. The travel industry is waking up to the special needs of travelers with disabilities by providing more services and greater accommodation. Meanwhile, the sheer abundance of information on accessible travel is astounding — much of it generated by travelers with disabilities themselves.The European with Disabilities Act guarantees that travelers with disabilities receive equal treatment under the law. While this would be the case in a perfect world, it doesn’t always work out that way in real life, especially in foreign countries where accessibility regulations vary widely. Despite having common sense, considerable public sentiment and strength in numbers, travelers with disabilities frequently face inadequate facilities, prejudice, misinformation, general hassles and higher prices than other travelers.World Health Organization estimates 285 million people to be visually impaired worldwide. Out of which 39 million are blind and 246 have low vision. However, they are not travelling at the same rate as people without disabilities and the public, stakeholders and the government have the right to address the difficulties and create an environment for the visually impaired travelers. People with vision impairments have the right to participate fully in the community and enjoy the same quality of life as people without disabilities. However, they are not travelling at the same rate as people without disabilities. The reasons for such low participation rates are not yet clear. But one of the reasons could be the difficulty and sometimes harrowing nightmare to travel in unfamiliar. Although they are a minority, they also deserve the same recognition as everyone else and to consider it as our social responsibility to create awareness among the public about the difficulties the visually disabled face in general and then help to increase the independence level among them. This is possible only when the experiences of such travelers are identified and addressed properly. About 90% of the world's visually impaired live in developing countries and 82% of people living with blindness are aged 50 and above. In Malaysia, the recent statistics produced by the Department of Social Welfare in 2010, shows that the total number of blind/visually impaired people who have registered has increased from 26,155 in 2009 to 27,582 in 2010 and has been steadily increasing over the last few years.Main project objective is trough development of barrier-free tourism OER and cross-traffic navigation solutions, to make traveling accessible and safety for blind and visually impaired people, the AST for VIP project aim is to improve the mobility and quality of life of these people all around Europe.Project specific objective:• using innovative approaches for access for safety and security traveling for visual impaired;• improve the level of key competences and skills, with particular regard to relevance for adult persons with visual impaired and their contribution to a cohesive society, in particular through increased opportunities for learning and through strengthened cooperation between the world of non formal education, traveling and training;• identifying ways to implement innovative non formal teaching and learning methods to respond to the needs of adults persons with visual problems during traveling;• developing actions to facilitate inter-generational transfer of knowledge;• describing the ways in which assessment methodologies and procedures can embed all forms of learning, and facilitate the validation of skills and competences acquired prior to safety traveling;• enhance the international dimension of non formal education and training, in particular through cooperation between Programme Country institutions;• planning the progressive roll-out of project deliverables leading to systemic impact.

"Providing all students in general education classes with high-quality instructions, intervention, and support is a hallmark of inclusive education (Vorapanya & Dunlap, 2014). Inclusive schools should have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are full participating members of the school community (Jelas & Ali, 2014; Lamichhane, 2017). The concept and philosophy of inclusive education gained international attention when the United Nations promoted the idea of Education for All at the World Conference on Education for All in Thailand in 1990. Furthermore, a policy statement on inclusive education emanating from the 1994 Salamanca Conference in Spain challenged all nations, schools, and educators to provide effective education for all students including those with special needs (Kuyini & Desai, 2007). European countries also gain a lot of efforts for implementing successful inclusive process in education.Regarding to persons wit visual problems, many studies proving that they can take a part in inclusive education, but some changes need to be done in order to response on their specific needs. This means that teachers, parents need to be prepared to know how to approach to their visually impaired student/kid.Globally, at least 2.2 billion people have a vision impairment or blindness, of whom at least 1 billion have a vision impairment that could have been prevented or has yet to be addressed. This 1 billion people includes those with moderate or severe distance vision impairment or blindness due to unaddressed refractive error, as well as near vision impairment caused by unaddressed presbyopia.Globally, the leading causes of vision impairment are uncorrected refractive errors and cataracts. The majority of people with vision impairment are over the age of 50 years.The learning processes of students with vision impairment may be affected in the following ways:Students with vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may take up to three times as long as other students to read a text. Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting from one reading medium to another.Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them. This means that they will often fall behind other students in the class.Students with vision impairment may feel isolated in the learning environment, which can have an impact on learning.Headaches often result from eyestrain. This may reduce considerably the study time available to these students.Most common way of visually impaired pupils reading and writing processes in trough using of Braille alphabet, bur in inclusive schools most of the teachers do not know the methodology of teaching Braille alphabet.Braille is a system that enables blind and visually impaired people to read and write through touch. It was devised by Louis Braille in 1821 and consists of raised dots arranged in ""cells."" A cell is made up of six dots that fit under the fingertips, arranged in two columns of three dots each. Each cell represents a letter, a word, a combination of letters, a numeral or a punctuation mark.Taking in consideration the need assessment explained above, our proposal main objective is to teach teachers, parents and non formal educator from NGO sector methodology of learning Braille alphabet.Our specific objective are:-Making the process of inclusion of visual impaired students more successful and effective,• Foster quality improvements and excellence in education, through enhanced transnational cooperation between education and training providers and other stakeholders.• Fostering lifelong learning processes for teachers, parents and non formal educators,• Fostering equality in learning, social and educational inclusion,-Fostering modern and European values in formal and non formal education.Trough organizing 3 specific LTTA for parents, teachers and non formal educators we will meet our proposal objectives."

“Growing in Insight-ability of Mobility” (GIM) is a capacity building project involving 4 partners from Romania, Italy, Argentina and Peru. The specific aim of GIM is to build competences of youth workers in order to empower inclusion, active participation and entrepreneurial skills of fewer opportunities youth, as well as youth who have minor disabilities, from South America and Europe, excluded on behalf of their impairment, social status, financial status or education.Our objectives are (1) fostering empowerment - active participation and sense of entrepreneurship of fewer opportunities youth and (2) promoting social inclusion of this target group aged 18 to 25 years old in their countries through developing comprehensive NFE educational methods and techniques by deploying a complementary set of knowledge, experience and specialised competences embedded in the different partner organisations and regional approaches. In the same time we are bridging involvement of successful entrepreneurs and youth/social workers and the target youth for inspiring entrepreneurial dialogue and action taking amongst NGOs and their beneficiaries. The applicant and Peruvian NGO will involve youth who have minor visual impairment. Youth unemployment: considering the statistics of Eurostat the rates of unemployment among youth in RO are 20,6% and in IT 37,8%. At the other end of the World Peru rates at 16,3% and Argentina 22,1% according to World Bank.Youth at risk of poverty and social exclusion: the situation of poverty among youth is critical around the World, and taking into account OECD report 2016 Argentina rates at 17% and Peru 20%, but the numbers can be higher due to relative statistical data from the authorities. In the European countries Eurostat measured in 2014 the risk at 44% in RO and 35,2% in Italy. Youth with any disability: according to WHO, over a billion people (15% of the World’s population) are estimated to live with some form of disability. According to Eurostat 2014 young people reporting a disability (aged 15-34) not in employment and not in any education rates, with longstanding health problem and basic activity disability RO 75%/ IT 48%, and limitation on the basic activity RO 62%/ IT 40%. According to the World Bank Report on Disabilities in the Latin American Continent in 2010, the percentage of people with disabilities is at 10% of the population across the continent. Our planned results after the implementation of this project are the following: Outputs:- Handbooks - Report on Entrepreneurship Best Practices- Web-platform- Video TutorialsActivities:- Seminar - Format Training Course - Youth Exchange - Job shadowing Methodologies applied to the overall project: - Non Formal Education - Coaching and motivation techniques - Entrepreneurial skills - Theatre methods and movement - Sport activities/body movement for developing motorial skills

<< Background >>DIS-employability is a 24-month Strategic Partnership in the field of Youth Education involving several European entities working with disabled people. It aims at providing disabled people with useful employability skills through the development of critical thinking for promoting their inclusion in the labour market.Critical thinking is considered an important methodology for the development of employability skills. People with a high level of critical thinking and reasoning are likely to be innovative, bringing new ideas and creative solutions to even the most difficult business challenges.“UN Convention on the Rights of Persons with Disabilities” recognizes the right to work and employment as a fundamental right. The project will address and overcome systemic barriers to participation in education and the labour market that concern disabled people.According to Eurostat data, in 2010 in Europe, approximately 100 million EU citizens live with a disability. Their wellbeing is affected by various barriers, such as inaccessible physical environments and transportation, the unavailability of assistive devices and technologies, non- adapted means of communication, gaps in service delivery, and discriminatory prejudice and stigma in society.Furthermore, the Report on Disability and Work, elaborated by the International Labor Organization on 2019, showed that lower employment and education levels cause that the poverty rate for those with disabilities is 70% higher than the average, while the unemployment rate of around 4 million people in the European Union who have Intellectual and relational Disabilities is more than twice as high as for the general populationBased on this context,there is a clear need to target initiatives at these vulnerable people. Disabled people must overcome the barriers experienced as a result of the disability, and provide them with useful skills to tackle the challenges faced in the labour market because of their situationTarget groups are:Direct:Joint Staff: Youth workers who work in the field of Youth education in critical thinkingBlended Mobility of Learners: disabled people aged 18+ coming from disadvantaged urban and rural communities and Educators/Trainers providing or interested in providing support to their social inclusionIndirect: education institutions, NGOs, cultural businesses and associations, Arts centres/groups, Organizations of disabled people, Organizations/public agencies providing services fordisabled people<< Objectives >>DIS-employability aims at providing disabled people useful employability skills through the development of critical thinking for promoting their inclusion in the labor market.<< Implementation >>The activities foreseen by the project are:- short-term joint staff training event- five multiplier events (one in each partner country)<< Results >>DIS-employability will deliver the following tangible results: • Report, visible on project Web Platform, of research across partner countries identifying the needs and barriers of young people with disability (physical as well as cognitive) related to employability context as well as mapping the existing offer • Educational format based on NFE conceived as a term of reference for stakeholder institutions to put in place a specific educational offer aimed at training operators working with the youth target in implementing/supporting co-creation programmes in providing useful skills involving young people with and without disabilities.The format will be focused on activities aimed to enhance critical thinking, such as: thinking creatively, making decisions, solving problems, self-reflection, knowing how to learn, problem identification and solving, and analyzing information • International Piloting successfully implemented with the involvement of educators/trainers from partner organizations (5 educators/trainers per country/partner). • Local Programmes implemented in each partner country with the involvement of 15 learners per country. • 1 Guidebook providing orientation and methodological guidance for operators in the implementation of enhancing critical thinking skills programmes involving disabled people 18+ • 1 Web Platform in multiple languages including E-Modules for the self-development of operators in the field across partner countries and in Europe. • 1 Multiplier Event implemented per each partner country with the participation of 30 individuals among the general public, disabled young people and stakeholders Besides the tangible results, the project will achieve also some important intangible result, i.e.: • Policy-making authorities provided with meaningful insights for the improvement of sectoral policies/offer in the field of youth education and disability employment. • Operators from partner countries provided with the competences to be active in supporting the social inclusion and empowerment of disabled young people through providing employability skills through the enhancement of critical thinking • Disabled young people in partner countries sensitized to greater participation in education, social and working life • General public to develop more inclusive attitudes towards disability • Consolidate framework of cooperation

<< Background >>Youth with disabilities face multiple forms of discrimination which leads to their exclusion from society and school. Attitudes toward children with disabilities, as well as a lack of resources to accommodate them, compound the challenges they face in accessing education. While lack of access to school is an issue, an equal concern is the inability of the education system to ensure quality education for youth with disabilities. In consequence, they suffer from low self-esteem and lack the needed skills or knowledge to be able to apply for suitable jobs. While the Convention on the Rights of the Child (CRC) and the Education For All framework aims to meet the learning needs of all children and youth, the Convention on the Rights of Persons with Disabilities (CRPD) recalls those obligations. Further, it specifies that “States Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children”, and “ensure an inclusive education system at all levels and lifelong learning” (articles 7 and 24). Persons with disabilities are more likely to be out of school or to leave school before completing primary or secondary education (UIS Fact sheet No 40, February 201.7). Article 24 of the UN Convention on the Rights of Persons with Disabilities stipulates that countries must take steps to ensure that persons with disabilities access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live. Through a rights-based approach, UNESCO encourages the development and implementation of inclusive education policies, programs, and practices to ensure equal education opportunities for persons with disabilities.With this project, we will address two issues. designing training material for young people enabling learning on green growth and culture, and promoting the need for designing specific learning aids for the youth with disabilities. The project will produce learning curricula and learning aids for blind, deaf, and intellectually impeded persons. Those will be specially designed audio visual aids, also presented in the format of an internet application. this will encourage the education institutions in the countries to further develop additional learning aids on other education topics.<< Objectives >>The main objective is for young people to develop and create learning aids for persons with disabilities, related to Green growth and culture. For this purpose, we will design a curriculum and modules addressing the topic of green growth and culture. These curricula shall be used as extracurricular activities in the schools and for NGO training of youth. Furthermore, we want to extend this material and adjust it to the needs of disadvantaged youth with disabilities. Therefore, after designing the content, we will organize a pilot training for up to 30 youth participants and present the content. Simultaneously they will be coached to develop examples from their environment on green growth and to select topics depicting the culture in their country/region. Those examples, i.e. the way you young people understood the green growth will be further developed and incorporated in the learning curricula and the learning aids adjusted to the needs of the youth with disabilities. further, we will disseminate these learning aids and encourage the education institutions to develop similar content in different topics in order to improve their formal and non-formal education and foster social and educational inclusion.The objectives shall be: 1.To identify and select content for the learning curricula specific for each participating country and to create suitable curricula attractive to the youth and especially accessible for youth with disabilities2.To develop special learning material and learning aids adjusted to the need of young persons with disabilities, and to encourage the schools and teachers to continue developing similar aids for other topics. 3.To promote these learning aids as a public good, especially to interested stakeholders, and to introduce them in the learning process of schools as extracurricular activities 4. To promote the concept of a culture of Green growth in each of the countries and regions<< Implementation >>Activities will include 1.Selection and drafting of Green growth and culture topics that are most suitable and depict the local and regional context. The teams of each organization and engaged experts will research the most suitable content that depicts the local culture and local heritage and the most suitable green growth practical examples or existing initiatives and practices. Based on identified experiences they will develop educational content and set up the learning objectives and expected results. The youth engaged in the training programme will select topics that are most appealing to them. During the training, they will be engaged to design material and examples from their own reality and surrounding. These examples will be used for the learning material. 2.Developing and designing teaching/learning aidsThe training curricula will be supported with training aids according to the project objectives. For this purpose, specialized experts will be engaged with experience working with persons with disabilities and technicians. 3.Organizing training for selected youth participants and Translating the material in a suitable format according to the needs of different categories of students and persons with disabilities The training experts will organize the material in a learning curriculum and supporting reading material. This will aid further users how to present the material in a logical sequence for the learners. This curriculum will be adjusted for young learners how to engage and motivate them to learn and to organize activities. The youth participants will be requested to adjust the training content that they have designed to the needs of persons with disabilities (blind and deaf). This will sensitives them on the needs of persons with disabilities. 4.Testing the material and adjusting when needed The designed aids and material will be tested in focus groups composed of young persons with disabilities. Based on the feedback the aids might be redesigned and further improved.5.Coordination and exchange with the partners (regularly after finishing each phase/activity); receiving international feedback and comments The coordinator of the activities will liaise with each partner and follow the advancement of their activities. The coordinators are selected from countries and organizations that have more experience and best practices in the specific area so they are able to better comprehend the activity and serve as couches for the rest. They will organize regular exchange and coordination online meetings, provide feedback and share good practices and alternative creative solutions to certain issues. 6.Distributing the learning aidsThe learning material will be delivered to potential users such are schools to organize extracurricular activities and NGOs organizing training workshops and engaging activities. in addition, the material will be uploaded to the OER, internet (youtube, google, etc. ) 7.Organizing multiplier events and presenting the developed learning curricula and learning aids The partners will distribute the designed and approved material by organizing multiplication activities and presenting it to the identified users in each country which are universities, schools, NGOs, etc. with these presentations we will motivate other educational institutions to engage in designing similar learning aids for youth with disabilities in other relevant learning topics.<< Results >>The outcomes will be the following: -Young people will get familiarized with the green growth and cultural heritage concept and -Young people will develop learning aids and content for their peers with impairments, disabilities, and special needs. -Learning aids developed by young people (use the creativity and the language of the young), also accessible for young with disabilities.-Designed and provided assets for quality youth work; -Support the capacity building of youth workers and in youth work in an innovative way; -Foster the inclusion of young people with fewer opportunities; -Recognition and validation of youth work and informal non-formal learning at European, national, regional, and local levels; Motivation and strengthen young people's sense of initiative, i.e. solidarity with weaker and peers who special needs The results from the project will be-Trained and motivated groups of young people sensitized and familiarized with the concept of green growth and its importance to protect cultural heritage -Developed learning aids for young people with disabilities -Publicized curricula and learning material for extracurricular activities in the schools also accessible for the youth with disabilities -Young people have been sensitives to the needs of their peers with disabilities-Extracurricular activities addressing the green growth has been organized in many schools by using the designed curricula and learning aids, the youth with disabilities also use the learning aids and increase their knowledge on the mentioned topics-The idea of green growth has been disseminated by creative learning aids and easily accepted by youth as part of their personal believes and values systemChildren with disabilities face multiple forms of discrimination which leads to their exclusion from society and school. Attitudes toward children with disabilities and a lack of resources to accommodate them compound the challenges they face in accessing education. While lack of access to school is an issue, an equal concern is an inability of the education system to ensure appropriate and quality education for children with disabilities.