<< Background >>INC-LEISURE “Participatory non-formal spaces for inclusive school learning” is an educational project that aims to provide all participants with an experience of participation, training, analysis and reflection about inclusive non-formal learning spaces (ENFA), not only as a solution to a problem of social exclusion of the infant school community, but as a way of learning values ​​and transversal competences within regulated school education.It is a non-formal education that is received in places of daily life and social relationships such as schoolyards, parks and sports spaces. The subject who receives it is an active part of his education and that of others. Community participation, of all agents (institutional, educational, family, neighborhood) in the definition of these common spaces, and of the activities carried out in them, contributes greatly to generating feelings of belonging to the group, ties and, therefore , inclusion of all participants.<< Objectives >>In an inclusive non-formal education space, children will benefit from living with different experiences and learning from them and will allow:-Develop in the school children community values ​​such as solidarity, respect, reflection on human behavior and coexistence with diversity and inclusion, citizen participation and a sense of belonging.-Promote the acquisition of transversal competences through non-formal learning in inclusive spaces and through participation and cooperative learning, stimulating the development of a critical spirit, creativity and acquiring habits of dialogue and search for consensus.-Provide flexibility to educational professionals to develop innovative and alternative non-formal education methods to help students learn.For this reason, INC-LEISURE sets itself the following specific objectives:-Reduce early school leaving (AET) derived from social exclusion that affects groups at risk of exclusion, especially people with disabilities, in ENFA.-Promote equal learning and socialization opportunities for all girls and boys through inclusive leisure.-Improve the knowledge of the subjects and transversal competences through educational and participative activities.-To raise awareness and make visible the importance and value of functional and cultural diversity in formal and non-formal educational spaces, through active participation.<< Implementation >>The project is structured around a series of activities for the exchange of good practices between the partner entities in the form of joint work workshops, training and learning activities, for the transfer of good practices carried out in educational centers, and dissemination activities, promotion and transfer of the results obtained, in the form of practical materials for the implementation of ENFA.<< Results >>Regarding the final beneficiaries, the project includes the participation of education professionals from 3 European countries (Spain, Portugal, North Macedonia), with experience in centers of special education or with vulnerable groups and at risk of exclusion.Early school leaving is due to a series of factors of diverse nature and is linked to situations of cumulative exclusion that often originate in early childhood, with the most vulnerable groups being the most affected and with the highest rates of school dropout , and complex social and behavioral problems.Based on the experience provided by this project, it is intended to create inclusive models for the promotion of non-formal education as a way of learning transversal competences in schools, which allows a long-term improvement of the participation rates of schoolchildren, a closer relations between the child community, family, local entities, community and teachers and a strengthening of the feeling of belonging, influencing the rate of early school leaving.

"According to the latest statistics, one person in 6 is a person with deficiency in Europe. Referring to the young population, over 15 million young people with different types of disabilities are found at European level. According to the statistics of the European Strategy 2010-2020, it is estimated that 80 million people have a disability.Often people with disabilities face different difficulties of psychosocial integration, they can hardly adapt to social, professional and economic life.Our project aims to develop innovative tools to help develop personal autonomy and integrate young people with disabilities into work.Main objective of the project:Developing the personal autonomy of young people with disabilities through the formation of new skills and abilities using technology.Project objectives:1. Create a non-formal education program with the help of the technology (the program can be downloaded from any smartphone and will be used with virtual glasses) - aiming at developing the personal autonomy of young people with disabilities for social and professional integration them.2. Creating a video guide through which we present and provide concrete examples of domestic activities and professional activities.Number and profile of participants:In order to test and validate the non-formal education program, each partner country will select 15 young people with disabilities (medium or low level disabilities) who will participate in activities since the initial phase of the project.We also estimate that about 3,000 beneficiaries will be involved in project activities and profile institutions and other stakeholders will have easy access to project products thanks to Erasmus.As our project develops a technology-based educational program, we aim to involve high-school students studying computer science, aiming at their involvement in the testing and implementation phases of the technology-based program, being an opportunity for these students to improve their skills and competences in the field of technology and also to know the benefits of the Erasmus program.Teachers / psychologists - they will contribute to the development of non-formal education in special schools and will also have the opportunity to make international exchanges of experience.Project activities:A1. CONFERENCE to launch the project;A2. Arrangement of ""ERASMUS CORNER"";A3. Organizing a contest to create the logo of the project;A4. Together we will celebrate the International Youth Day;A5. Artistic self-expression activities;A6. Sport activities;A7. Together we celebrate the ""International Day of Handicap"";A8. Fun activities with the help of technology;A9. Organizing a visit to inclusive education centers;A10. Social interaction activities;A11. Together we celebrate ERASMUS DAY;A12. Let's start - WIN THE CRUISE;A13. Group therapy activities;A14. Organization of the seminar ""Together for the future, inclusion, youth"".MANAGEMENT PRINCIPLESIMPLEMENTATION OF THE PROJECT DEVELOPMENT PLAN:* signing of the financing contract and familiarization with the financial regulation;* the project coordinator will prepare the interim / final reports on time to be sent to the agency;* the consortium will set the purpose and objectives of the transnational meetings;* Establishment of risk plans, dissemination and sustainability of the project;* establishing development strategies for the non-formal education program;* strategies for implementing project activities.The expected results within this project are as follows:* developing new methods and techniques regarding the personal autonomy of young people with deficiencies;* development of non-formal education;* developing a stimulating framework for learning;* social and professional integration of young people with disabilities;* formation of personal autonomy and self-management;* exchange of good practices;* developing collaborative relationships and developing new partnerships at European level;The consortium is made up of 4 partners from 3 European countries.Our project is a European passport for the beneficiaries of European countries, but also for young people from a non-EU country who - along with others - will have the opportunity to discover what it means to be a European citizen and the facilities offered through European funds (Erasmus Plus). The European Passport for People with Disabilities will contribute to their educational and integrative process.Sustainability: The results of the project will be exploited in inclusive education centers and special schools, as - together with managers of special education institutions - we will develop an optional course where it will be used"

The reality for many persons with intellectual disabilities in Europe is that obstacles, such as discrimination and exclusion, still prevent them from being able to enjoy their full and equal rights and to participate fully in their communities as defined in the United Nations Convention on the Rights of Persons with Disabilities.Excluded from the labour market, many of them live under the poverty line, which only deepens their social exclusion and marginalization. Since 2010, the economic crisis has affected all Europeans citizens, and even more severely the already vulnerable group of persons with disabilities.In line with the situation pointed above, the general objective of the project was to increase the employability degree of people with intellectual disabilities in order to improve their personal autonomy through the social and employment inclusion.To achieve the project objectives, the partnership has worked in developing the following specific aims:1) Improve social inclusion training itineraries existing for people with intellectual disabilities, transforming them into innovative itineraries based on the use of the methodology and resources of cooperative learning, which allowed people with intellectual disabilities to be active agent in the teaching- learning process.2) Train the staff responsible of training people with intellectual disabilities to implement cooperative learning methodology, its resources and instruments.Six partners have formed the association (i.e., consortium), trying to reflect the heterogeneity of the European Union, and having extensive experience in working with the target group of the project. The association combines the experience of SNRSS and MEDATLANTIA, working with social enterprises having intellectual disabled employees, with the experience of AMICOS (coordinator) and BAPID and with the work of PSIHO and GRAO VASCO, as associations of disabled people, with large experience in the training of their target group and with no previous experience in the management of Erasmus+ project. The distribution of the activities was based on the different fields of expertise of the partners. The activities developed in the project framework were: - Development of specific training itinerary in the pre- work competences in order to get a work placement, that also includes the key aspects of the work competences needed to keep a job.- Development of specific training itinerary in work competences needed to create self-employment with support.- Development of accessible software by applying easy reading reality for learning skills for obtaining and maintaining employment or self-employment.- Implementation of a Training of trainers (online due to COVID-19).- Implementation of a transnational Blended Mobility (online due to COVID-19) of learners, for people with intellectual disabilities.- Development of pilot tests with final beneficiaries and trainers (local pilot training sessions and transnational blended mobility).The main results achieved through the implementation of the above mentions activities are:- 1 Training contents about pre- work competences in order to get and maintain a work placement developed;- 1 Training contents about competences for create self-employment with support developed;- 1 Accessible software (easy reading) for learning skills for obtaining and maintaining employment or self- employment developed;- 1 Emotional archive: Video of experiences and opinions of the participants of the pilot sessions created;- 1 Prototype of a specific business model of entrepreneurship developed;- 1 Short-term joint staff training event (transnational online training of trainers’ event);- 1 Blended Mobility (online) to test the training context and resources, based in cooperative learning methodology, developed in a transnational framework;- 5 Local pilot training sessions with final beneficiaries and trainers, to test the training contents developed but also, to disseminate the project results developed;- 4 Multiplier events in Poland, Bulgaria, Portugal and Romania;- 1 Multiplier event (2 workshops & 1 Final Conference) held in Spain, in order to disseminate and capitalize project final results.The applied methodology has been based on the permanent cooperation of the project partners, applying the premises of cooperative learning for the implementation of the project and the development of the intellectual outputs.

Through research, we found that disability affected 15-20% of the world's population. This amounted to approximately 650 million people. The United Kingdom had the second highest prevalence of disability with 27.2% of the population having a long-standing health problem or disability.We found considerable evidence that students with disabilities were bullied and harassed by their peers. Students with learning disabilities made up a large percentage of the statistics. Examples of the bullying and harassment came in the form of teasing, physical aggression, spreading rumours, social exclusion, taking belongings, imitating and making fun of students.Bullying is a problem of international significance for all students. Its impact can cause a decrease in academic performance or lead to absenteeism, anxiety, depression, poor esteem, impaired concentration, self-harm and early school leaving.The Change Starts With Us project was made up of 6 partners with the goal of becoming organisations that promote and foster positive attitudes towards people with disabilities. We believed that many small steps could be taken to help include people with disabilities in our communities. The concept was that over time, many small actions undertaken by lots of people would lead to a more welcoming and inclusive community for people with disabilities. We are pleased to see that our project ''The Change Starts with us’’ helped to equip young people with the knowledge, skills and confidence to take personal and collective action, helping enhance the inclusion of people with disabilities.The project helped participants better understand what it meant and how it felt to be a young person with a disability and gave students the opportunity to learn more about their daily lives, how they have to adapt to their environment, go to school or live independently.In total, there were 116 participants who took part in the Learning, Teaching and Training Activities, with a total number of 46 representatives attending Transnational Project Meetings. The participants who took part in the project LTTAs were made up of young people from a variety of backgrounds, both with and without disabilities. The main project objectives achieved include:- Children were encourage to accept their peers with disabilities as people first and find ways to include everyone in school and after-school activities.- Increased the awareness and understanding of young people with disabilities living within their local communities- Encouraged schools to embrace disability awareness and inclusion as part of their core curriculum.- Helped to bridge the gap between children with and without disabilities to decrease the number of early school leavers amongst pupils/students with disabilities- Improved language and ICT skills of participants - Challenged discrimination, segregation, racism, bullying and violence - Enhanced participation and learning performance of disadvantaged learners, helping to reduce disparities in learning outcomes- Strengthened the international cooperation through sharing good teaching and learning practices - Prepared and deployed the education and training of professionals for equity, diversity and inclusion challenges in the learning environment - Encouraged active citizenship and entrepreneurship- Facilitated the recognition and validation of knowledge, skills and competencies acquired through formal, non-formal and informal learningThe project also highlighted the role of NGOs, local organisations and schools as a catalysts for change by offering the students and their communities the opportunity to engage in a positive and favourable experience in learning. The focus was on developing effective tools used to fight against the potentially negative influences of the media on schools and beyond by increasing the awareness of all participants. Some of the resources created included:- Project Logo- Project website- Disability and Equality in Education Handbook- Anti-Discrimination Handbook- Disability Awareness Questionnaire 1st & 2nd- Teachers Guide- Disability History Museum- “The Change” E-book- e-Twinning page- Disabled people who have made a difference- Raising Awareness Blog- You Are Not Alone Brochure- Disability & The Environment BrochureThe activities helped both learners and staff to explore, understand, describe and compare lifestyles across Europe.The project also enhanced European cooperation as partners exchanged knowledge and discussed common issues. This helped to improve open-mindedness through cooperation, transfer of good practices and a sense of personal well-being.

In the EU during last four decades the disadvantages faced by disabled persons, their social exclusion and discrimination against them have been increasingly perceived to constitute human rights issues, rather than matters to be dealt with exclusively through social welfare measures. It is linked with the call to protect groups with special needs, such as those with disabilities, coupled with target-sensitive laws, policies, programs, mechanisms, personnel, resources, information, education and capacity-building. These are shaped by the need to promote cooperation with key partners, such as the private sector, and genuine participation by the affected groups, including those with disabilities.As in 2019 much remains to be done, however, giving the fact that considerable numbers of refugees who arrived after 2015 migratory crisis suffer from mental issues of various levels.Of utmost importance is to find ways and means to include those with disabilities in the employment and other environments more proactively. Some countries have adopted various affirmative action programs, such as quotas, to ensure some access of those with disabilities to job placements. This is a method of providing temporary preferential treatment to raise the status of those who are less able to access employment opportunities. There is also a need to provide more self-employment opportunities, coupled with access to credit, know-how, marketing skills and support networks. In this context, there are different scales of industry which may have to be covered, ranging from small to medium scale enterprises. There is also a need for incentives to enable employers to ensure more access to those with disabilities. As an example, employers might have access to tax deductions as part of the process of engaging a person with a disability. There could also be various capacity- building facilities, such as training programs, which help both sides to adjust to each other. Employers can be assisted by rewards and prizes for exemplary conduct, and assistance with appropriate technology such as Braille-programmed computer facilities.To achieve the PROJECT OBJECTIVES, the partnership will develop the following specific aims:(a) Improve social inclusion training itineraries existing for people with intellectual disabilities, transforming them into innovative itineraries based on the use of the methodology and resources of cooperative learning, which allow people with intellectual disabilities to be active agent in the teaching and learning process(b)Train the staff responsible for training people with intellectual disabilities to implement cooperative learning methodology, its resources and instruments.6 partners are part of the consortium. It tries to reflect the heterogeneity of the European Union and Russia , this consortium is used to work with the target group of the project. The consortium combines the experience of Esenler Ortopedik Engelliler Dernegi, SHG and NAMOI , working with social enterprises having intellectual disabled employees with the experience of Y4F (coordinator) . The work PSIHO and AMICOS associations of disabled people with considerable experience in the training of their target group. These two entities has no previous experience managing Erasmus+ project, in the case both are new come in ERASMUS+ programme. The distribution of the activities is based on the different fields of expertise from the partners.The seven main ACTIVITIES to be developed by our project are: Development of specific training itinerary in the pre-work competences Development of specific training itinerary in work competences needed to keep a job.Development of specific training itinerary in work competences needed to create self-employment with support. Development of accessible software Training of trainers.Development of pilot tests Implementation of a transnational Blended Mobility of learnersThe MAIN RESULTS :[1] Training contents about pre-work competences in order to get a work placement developed;[2] Training contents about work competences needed to keep a job developed;[3] Training contents about competences for create self-employment with support developed;[4] Accessible software (easy reading and augmented reality) for learning skills for obtaining and maintaining employment or self-employment developed;[5] Video of experiences [6] Prototype of a specific business model;[7] Short-term joint staff training event [8] Blended Mobility [9] Local pilot training sessions [10] local training of trainers events[11] Social Innovation Day for employment[12] International meeting on ICT and people with disabilities [13] International Meeting of Social Entrepreneurship [14] Open doors Day for inclusion and universal accessibility [15] Final Conference held in Spain in order to disseminate and capitalize project final results.