<< Objectives >>1. To encourage young people to promote social inclusion through identifying the positive examples of their communities.2. To create innovative practices for educators, teachers, parents and other staff connected to education and upbringing of young people. 3. To create new practices in social inclusion education and increasing the inclusive practices in youth work.<< Implementation >>The project activities include: Youth exchange, webinar, comic book, local and multiplier events, public campaign.<< Results >>Developed educational resources for using art and digital tools as an educational method in youth work, comic book, webinar and booklet on how to use art in youth work educational practice. Public campaign to raise awareness about social inclusion and multiplying the project outcomes.

<< Background >>The first problem that gave rise to the idea is the gradual isolation and loss of relationships after the end of the school period that often youngsters with disabilities have to deal with. After high school they have more difficulties to go to university or to find a job according to EU data. Because of this problem they lose many opportunities to socialize with people outside their family or supporting organizations so they may partially lose autonomy, social skills and, above all, a network of relations and people during a critical period of their lives;The second problem is the difficult situation that happens when a person with disabilities loses parents. Usually in this situation people with disabilities are hosted in specific residential centres with many others and are supported by operators who take care of them, though it may not be the best for people with disabilities who may have the possibility and the desire to live by themselves with the right instruments. However people with disabilities who have this possibility are few according to EU data.Recently also laws started promoting the well-being, social inclusion and autonomy of people with disabilities to avoid the use of health care. Although there are still many difficulties in promoting and implementing these solutions of independent living for people with disabilities. They should start learning useful information and skills when they are young, reaching the highest level of independence they can even if their parents still live with them. These usually are not provided by school therefore both youngsters with and without disabilities have to grow these skills through informal or non formal education activities outside ordinary school activities.We identified the following needs for our target groups: youth workers need structured activities to help youngsters with and without disabilities achieving autonomy and to help youngsters with disabilities socialising with peers; caregivers and familisies of youngsters with disabilities need recommendations about possible technic or technologic solutions at home to simplify everyday tasks and, in particular, parents need reassurance that their daughter/son with disabilities will live in good conditions also when they won’t be with her/him; youngters mainly with disabilities, but also mainstream ones, desire future or actual independent living and need occasions of involvement in social life to create a network of solid and positive relationships with peers.<< Objectives >>The final goal of our project is contributing to the solution of the problems previously described, helping youngsters between 18 and 25 years old achieve autonomy through NFE. Learning the skills necessary for an independent life is important both for youngsters with and without disabilities who can share this experience and support each other developing individual and social skills and also growing new relationships and friendships. We want to provide youth workers with specific tools and inclusive NFE activities designed and implemented to empower youngsters with and without disabilities all together in order to reach autonomy learning useful social and independent living skills. Through these NFE activities the youngsters will fulfil their need of socialisation with peers (as it is usual in youth centres) and at the same time they will have the possibility to work on autonomous life skills, to think about everyday life difficulties and possible solutions.Specific objectives are identifying the specific needs of people with disabilities in a situation of independent living (Individual Educational Plan), designing innovative NFE activities in order to empower people with disabilitie thruogh lerning skills useful for houseworks and everyday tasks, designing activities to create a social supporting network of friends around people with disabilities (apart from supporting organisation) even after school in order to avoid social isolation and finding smart technologic solutions to support the management of the house (smart house, domotic).<< Implementation >>The project will include 4 Transnational Meeting (one in each country), IO1 Curricula for independent living, IO2 Smart model for the venue of the place of living, 1 LTTA for staff on IO1 and IO2, 4 Multiplier events involving youngsters with and without disabilities (one in each country) and 4 Common Living Lab, experiential innovative activities on local level implementing and testing IOs and LTTA (one for each country) during wich a group of youngsters with and without disabilities will live together with youth workers for some days making an experience of independent living. The innovations in our project are new specific NFE activities to learn independent living skills designed for youngster with and without disabilities together (IO1) and a new model of smart house with cheap domotic solutions for the needs of people with and without disabilities (IO2) based on research activities involving youngsters with and without disabilities together through an NFE approach such as design thinking and problem solving, the Common Living Lab and involving youngsters with and without disabilities in the preparation of multiplier event also to share the experience of Common living lab.<< Results >>The outcomes will be IO1 Curricula for independent living (specific instrument useful for youth workers’ activities) and IO2 Smart model for the venue of the place of living (combines educational skills with domotic solutions).The expected results in the first period are increased levels of exchange of practices and improved international cooperation between the partners and third parties, the colletction of information to support the successful implementation NFE activities about autonomous living involving youngsters with and without disabilities in the partners’ countries. Then the following results will be the creation of guidelines developed and provided for implementation of NFE activities and ease the involvement of youngsters with disabilities, the social inclusion of young people with disabilities even after the end of the school period encouraged, the development of the target group on their social and personal level, the building and strengthening of youth workers' capacities for including youngsters with and without disabilities together in NFE activities and a more serene and less tiring context of living in families of youngsters with disabilities.

Sport can help reduce that stigma of disability & discrimination, as it can transform community attitudes about persons with disabilities by highlighting their skills and reducing the tendency to see the disability instead of the person. Through youth sport work and sports, persons without disabilities interact with persons with disabilities in a positive context forcing them to reshape assumptions about what persons with disabilities can and cannot do.However, NFE educators and youth workers working with this target group often have little or no experience in using sport as an educational tool.OBJECTIVES:Support youth workers to develop key competences for using sport methodology in youth work for inclusion of different abilities’ youngstersEnhance knowledge management of youth organisations with new innovative resources & training curricula Provide the linkage of youth with other sectors through their cooperation during the SVs and local dissemination events, and thus to further build capacity of our youth organisations for inter-sectoral cooperationDevelop the competency framework for youth SPORT workers for inclusion of different abilities’ youngstersAllow youth workers to practice their skills to managing creative youth sport work projects on European and national level, and thus further increase competences of youngsters in inclusion.Engage into intensive dissemination & exploitation activities of newly produced products and attract more different abilities’ youngsters to our youth sport work activities.Project activities:A1 Preparatory meetingO1 Handbook “Inclusion of different abilities’ youngsters through NFE and youth work”A2 SV Italy O2 Curriculum “Inclusion of different abilities’ youngsters through NFE and youth work”A3 TC1 based on O2 CurriculumO3 Curriculum “Using sport methodology in NFE and youth work for inclusion of different abilities’ youngsters”A4 TC2 based on O3 CurriculumO4 Toolkit “Creativity and innovation - adapting sport methods for inclusion and interaction of different abilities’ youngsters through youth (sport) work”A 5,6,7,8,9: Local dissemination events - TCsA10 YE “Creativity and innovation in youth SPORT work for inclusion of different abilities’ youngsters”A11 SV BerlinO5 Guidebook: “Competency framework for youth SPORT workers for inclusion of different abilities’ youngsters”A 12,13,14,15,16: Local dissemination events - conferencesA17 Evaluation meetingReporting and DisseminationYouth in local communities will benefit thanks to the empowerment of our participants who will further guide, lead and organise those youngsters to get more active in sport and health-enhancing physical activities for inclusion of different abilities’ youngsters. We expect the increased competences and readiness of young people in communities for taking active stand on fighting exclusion, discrimination and intolerance and promoting inclusion and acceptance of different abilities’ youngsters.

All Inclusive – Overcoming Barriers to Participation is an innovative strategic partnership project for youth. It comprises of six partners in three different countries: Finland, Italy and North-Macedonia. The partners all work with mobility projects and/or young people with disabilities and are very keen on developing new methods on how we can enable mobility projects to the who are now excluded.For various reasons young people with disabilities are often excluded from international co-operation, for example, from Erasmus + mobility projets. By disabled in this project we mostly mean people who have intellectual and developmental disabilities. This diverse group of people will need special support to be able to attend mobility activities. For some youngsters with disabilities it is not even possible to travel and participate in the above-mentioned experiences, for example, because of multiple and complex disabilities. The organizations taking part in this project feel, that there is a lack of knowledge and know-how about how one should design and execute mobility projects with young people with disabilities.The project will develop two intellectual outputs. The first one is a step-by-step guideline which supports the participation of young people with disabilities to mobility activities and take into consideration the special needs of the target group. These guidelines will include the whole process of a mobility project, from planning to evaluation. The guidelines include methods of empowering young people with disabilities, supporting their communication by using different methods. This will include support needed for them to be able to take part in a mobility project.The second intellectual output is a method on how young people with disabilities who are not able to travel, could still meaningfully take part in a mobility project. There can be different reasons for this, sensory defensiveness can hinder the person’s ability to function in public places, the needed support can be so great, that it is not feasible in a mobility project or challenging behaviour can be so severe that traveling is not possible. From our perspective these challenges do no mean that the person in question could not participate in a meaningful way to a mobility project.Both the method and the guidelines will be produced together with the parter organizations, other stakeholders and the young people themselves. The professionals taking part in this project will mostly be teachers, youth workers and other instructors. The young people are young people with disabilities in different situations. Some of them live in an residential unit, some of them take part in daily activities, some of the live at home or by themselves and some of the go to school.Besides the intellectual outputs the organizations in this project will train youth workers young people to use them. During the project the organizations will also develop a mobility project for young people with disabilities and there will be multiplier events in each of the countries. Our goal in this project is also to raise awareness of the possibilities for disables young people for international co-operation. Yes, there are challenges, but it is not impossible to build a true participatory mobility project for the young people in question. All the organizations in this project see this as an important thing and they have seen, that it doesn’t happen by itself. There are actions needed to make this happen.

In 2019 sport is an area of life in which people with disabilities arguably have less favourable experiences than their non-disabled peers and competitors. Typical barriers for people with disabilities to participate in sport include lack of awareness on the part of people without disabilities as to how to involve them in teams adequately; lack of opportunities and programmes for training and competition; too few accessible facilities due to physical barriers; and limited information on and access to resources.The unique ability of sports to transcend linguistic, cultural and social barriers makes it an excellent platform for strategies of inclusion and adaptation. Through youth sport work and sports, persons without disabilities interact with persons with disabilities in a positive context forcing them to reshape assumptions about what persons with disabilities can and cannot do.However, NFE educators and youth workers/leaders working with this target group often have little or no experience in using sport as an educational tool. Many do not know how to maximise the potential of sport as a method within their regular youth work, despite of the fact that sport activities can be considered one of the most valuable NFE experiences for children and youngsters. On the other hand, the sport trainers often are even less ready and prepared to work with special needs youngsters and they often don't have skills or time or resources to promote inclusion of people with disabilities. Our project is trying to put the above-mentioned needs and EU Guidelines/policies into action by developing new curricula and methods for empowering both youth (work) organisations, as well as the sport organisations - to increase their capacity building and human resources for quality envisioning and promoting the physical activity events (youth sport work and sport events) that thus contribute to increasing participation in quality sports by more youngsters, and especially by children and youngsters with disabilities. Objectives:-Bring positive and long-lasting effects on participating and indirectly on non-participating (youth and sport) organisations and youth/sport workers by enhancing knowledge management with new innovative youth work and sport resources and training models/curricula in order to provide quality youth sport work programmes for inclusion of youngsters with different abilities in our communities.-Support youth workers and sport trainers in acquiring and developing key competences as youth trainers (of other youth/sport workers) in the field of using sport methodology in youth work and sports for inclusion of different abilities’ youngsters.-Engage into intensive dissemination and exploitation activities of existing and newly produced products and attract more different abilities’ youngsters to our youth/sport work activities, and thus increase inclusion among youngsters.We expect minimum of 506 participants of the project: 12 staff/project managers & assistants; 10-16 teachers/trainers/researchers & youth workers all working on the intellectual outputs; 220 participants of the multiplier events; 24 trainers - participants of the LTTA and over 40 multipliers (10 per country) that will be using our intellectual outputs in their work and testing their effectiveness locally both personal and on organisational level with more than 200 youngsters, out of which 80 will be of fewer opportunities.Project activities:A1 – Project ManagementM1 – Kick-off meetingO1 – Guidebook “Using NFE and sport methodology for inclusion of youngsters with disabilities”M2 – 2nd meetingO2 – Curriculum “Training youth workers and professional sport trainers in using sport methodology for inclusion and interaction of different abilities’ youngsters”C1 – LTTA Training of trainersM3 – 3rd meetingO3 – Toolkit “Sport methods/games – adapted for using in youth / sport work for inclusion and interaction of different abilities’ youngsters”M4 – 4th meetingE1, E2, E3 – National conferences in IT, HR, RSE4 – International conference, DEM5 – Evaluation meetingPartners will develop and use the innovative intellectual outputs, promote innovative methods and pedagogies, develop learning materials and tools in sport and youth work for inclusion of youngsters with disabilities. We expect the positive and long-lasting effects on partner organisations who will increase their capacity and competences for providing quality adapted sport activities for inclusion based on innovative approach with using intellectual outputs of in their work with beneficiaries. Marginalised youth in communities will benefit from the enlarged support tools and mechanisms in their communities from sport trainers and youth workers. On local and national level, we expect increase of all (mainstream and marginalised) youngsters’ competences for inclusion.