"<< Background >>As all the partners of our consortium (WSBINOZ - Poland, SYnergia –Portugal, DRPDNM -Slovenia, AYPB – Bulgaria, Enjoy Italy – Italy) are involved in education and training of adult, but also youth and children, we all share the common need of structured educational methodologies, techniques, activities and materials to work with adult learners coping with learning difficulties, such as ADHD.As ADHD was perceived for a long time as a disorder that children face, it was a topic neglected in the adult education field, which we want to tackle, in order to overcome the needs of our adult educators, trainers, facilitators and their target group, in order to facilitate the teaching and learning process and acquisition of new skills and competences needed in the current labour market.In all our partners’ regular work of providing education and training services, we notice adult learners facing lack of motivation, frustration, all leading to ceeding life long learning activities, giving up the possibility to further develop their professional skills. Digging into the causes of the lack of motivation and frustration, we encountered symptoms which are related to ADHD. However, most of the adults are not diagnosed, nor aware that they suffer from this disorder and how this affects their quality of life, in different sectors, education being one of them.That is why we want to equip our educational centers and professionals with a proper methodology, techniques, methods, activities and materials to provide educational services adequate for adult learners which may cope with ADHD. The results of these project will be integrated in the regular work of the partnersAfter performing a desk research to understand the needs at the national level as well, all the studies and statistics found are related to children, backing up our internal need analysis, that the needs of adults coping with ADHD are not taken into consideration, in terms of improving their learning process and facilitating their daily professional life.Poland: Statistics on individuals diagnosed with ADHD are available for minors, however, they clearly indicate that this is the disorder most frequently diagnosed among those mentioned. The information on adults, on the other hand, indicates that the majority of diagnosed minors do not cease to display the disorder once they reach adulthood. Portugal:In a country where ADHD is a relatively recent medical category, still undergoing validation, the diagnosis is not primarily bound to an evidence-making role, and its epidemiology remains largely unknown. Notwithstanding, the diagnosis has been carried out by child psychiatrists and developmental clinicians who describe it as the most prevalent disorder that affects school-aged children and adolescents.Slovenia: ADHD is a common mental health disorder among Slovenian children and adolescents, but it remained underdiagnosed compared with Western countries. Studies indicate a need for improved timely interventions in Slovenia, not only in child and adolescent psychiatry but also in primary settings and adult psychiatry, where ADHD should be more efficiently recognized.Bulgaria:At this stage in our country there are not enough programs for people suffering from ADHD, and drug treatment is not paid by the NHIF. Early and quality treatment of the disorder reduces the costs associated with it in the future.Italy:A majority of studies regarding ADHD were conducted in school populations, while the rest were performed in clinical settings (2 in child and adolescent neuropsychiatric services and 1 in family paediatrician practices), using a whole population approach. Three of the school-based studies also involved child and adolescent neuropsychiatric services in the clinical confirmation of suspected ADHD, however it is not enough what is done neither in the research or education field of adults coping with ADHD.<< Objectives >>BFF project aims to create qualitative educational strategies, resources and activities as a support for adult educators who work with adult learners coping with learning difficulties, such as ADHD, in order to improve their learning process, acquisition of knowledge and development of needed skills and competences. Doing so we guarantee the extension and development of educators, related to a better understanding of the issues that adult learners face with learning difficulties, such as ADHD, as well as the know-how of creating inclusive learning environments and learning paths for those.The main idea of the project has as its base the benefits of neuropedagogy and how these can be transposed into educational strategies and practical resources, in order to facilitate both the teaching and the learning process of adults coping with ADHD. Through our project we aim to create two results which will serve as support for adult educators and adult educational centers in their daily work. We consider that the results are complementary, the online course for adult educators represents the theoretical part and the handbook of activities represents the practical part, which adult educators can directly implement with their learners. The activities of the Handbook will be created on the basics of neuropedagogy and each activity will be designed in order to help adult learners to develop and improve their soft skills needed to (re)integrate in the current fast changing labour market. Therefore, the Handbook will not only serve as support for adult educators to improve their teaching process, but will also benefit the adult learners from several perspectives: better understanding of the topics and development of soft skills.ADHD involves the limited or lack of function of neurotransmitters in the brain that pass signals for self-control. It is estimated that fewer than 20% of adults who have ADHD are diagnosed. The major characteristics of ADHD include inattention, hyperactivity, impulsivity, social-emotional difficulties, and challenges with executive functions. As children with ADHD become adults, typical characteristics begin to lean more towards inattention and less towards hyperactivity. Adults with ADHD often experience academic and occupational difficulties. Through our project and its results, we aim to provide adult educators with the needed resources and strategies to deal with the areas of need for adult learners with ADHD:Executive functions: planning and organization, managing time and space, paying attention and remembering details, determining what to focus onWorking memory: the ability to hold information in one’s head while working with itProcessing speed and production deficiencies: producing information in the time frame requiredAttention difficulties: difficulty sustaining attention in meetings, when reading or doing paperworkImpulsivity and hyperactivityThe priorities were chosen according to the needs encountered in the adult education and lifelong learning of both educators and learners. The objective were set targeting these priorities and needs:. To foster inclusion and personalized learning into adult educational centers;. To provide educational strategies based on neuropedagogy in order to support adult educators in their work with learners coping with ADHD;. To equip adult educators with the needed knowledge, competences and tools to make use of the benefits of neuropedagogy;. To create sustainable educational resources, adapted to the real needs of adult educators and adult learners.<< Implementation >>Activities A1-A15 (Gantt Diagram) are financed under project management and implementation.A1-Overall coordination of the project (P1), A3-Daily management (all) and A4- Transnational project meetings (P1, P2, P3, P4) are all needed to maintain a good communication flow between the partners and to organize the tasks according to the deadlines. A2– Actualization of Quality Plan (P5), quality controls and A7 are necessary to provide instruments and a process that guarantee the quality and the success of the project.A5-Collection and provision of documents for interim and final report for the NA is a standard and necessary activity that enables the consortium to organize all the necessary documents needed to report on the project development. (P1+ALL)Sharing and Promotion activities (P2+ ALL), ensure the visibility of the project and will create an online community interested in the topic of the project that will generate a wider impact and sustainability of the results and the overall project. These activities are also generators of tangible results: photos, videos, articles, publications and posts. The multiplier events and the webinars have the same purpose to promote and ensure the exploitation of the project results. A9 Create the final version of the sharing, promotion and communication plan (P2) A10 Create the visual identity of the project (P2) A11 Creation and maintenance of the project website (P2) A12 Creation and maintenance of the relevant social network pages (P5) A13 Preparation of the project brochure and newsletters (P4)A14 Webinars (ALL) A15 Monitoring the promotion process (P2)A6- Creation and updating of the COVID-19 protocols for all the presential meetings and events (P1) is needed to ensure a safe environment and to be able to plan each event according to the current normatives and restrictions.PRs are the key elements of the project, generating both tangible and intangible results, impacting both TGs by supporting high-quality and innovative teaching and learning creative tools, linking education with research and innovation and encouraging innovative and inclusive practices.The PRs had been structured into specific activities, each of them of major importance in the achievement of the final result. The activities follow a process which guarantees the creation of qualitative, impacting and sustainable results. A process in which the TG is involved in all the steps: ideation, creation, testing and validating the content and the design of the PRs, as they are the beneficiaries and the futures users and beneficiaries of the tangible results, as well as the ones in which will be seen the intangible results.PR1 - Online course - ""Educational strategies for ADHD learners based on Neuropedagogy"" is structured into 9 activities as following:PR1/A1Research on the benefits on neuropedagogy applied to the teaching and learning process of ADHD learners - P4PR1/A2Create the chapters of the course, according to the needs on the topic of the adult educator - P1PR1/A3Create the content of each chapter - P4PR1/A4Create evaluation methods for each chapter - P5PR1/A5Create the platform of the course - P2PR1/A6Design the graphics and visual elements of course - P2PR1/A7Pilot phase of the online course - P3PR1/A8Collecting and Analysing Feedback - P3PR1/A9Update the course content according to the feedback - P1PR2 - Handbook of Brain-Friendly Activities (BFA) is structured into 8 activities as following:PR2/A1Create the structure and methodology of the BFA - P1PR2/A2Create BFA activities - P5PR2/A3Create evaluation methods for each activity - P4PR2/A4Design and craft the BFF materials for the activities - P2PR2/A5Design the visual elements of of the Handbook - P2PR2/A6Implement the activities with the TG - P3PR2/A7Collect and analyse feedback about the activities - P3PR2/A8Create the final version of the Handbook according to the feedback - P2<< Results >>BFF expects both tangible and intangible sustainable results to achieve the objectives set and target the priorities chosen. The project was planned with the aim to generate innovative,creative, sustainable, impactful and transferable results to other educational sectors.THE MAIN TANGIBLE RESULTS will be 2 project results, which will be concretized into free educational resources which will support adult educators and educators in their work with adult learners facing learning difficulties, such as ADHD. These tools will further facilitate the teaching and learning process, leading to a better performance of the educators and a better acquisition of knowledge and competences of the learners. The following deliverables will result from all the activities done in the creation of the PRs.PR1: Online course - ""Educational strategies for ADHD learners based on Neuropedagogy"" - Research on the benefits on neuropedagogy applied to the teaching and learning process of ADHD learners - P4- Index of the course - P1- content of each chapter - P4- Peer review on the content – ALL - evaluation methods for each chapter - P5- the platform of the course - P2- graphic and visual elements of course - P2- Feedback questionnaire for the educators piloting the course - P3- Conclusions of the feedback questionnaire - P3- Final version of the course - P1PR2: Handbook of Brain-Friendly Activities (BFA)- the structure and methodology of the BFA - P1- Brain Friendly Activities- P5- Peer reviews on the Brain Friendly Activities – P2- evaluation methods for each activity - P4- visual& graphic elements of of the Handbook - P2- Feedback questionnaire for the educators - P3- Feedback questionnaire for the learners – P3- Conclusion of the feedback about the activities - P3- final version of the Handbook - P2TANGIBLE RESULTS will be generated through the promotion activities during the entire life cycle of the project.- Sharing, Promotion and Communication plan (draft attached)- The website and its content (A10) that will be maintained and updated periodically according to the promotion and communication plan – P2- Social media pages and the posts (A11) – P5- Social media posts strategy (A11) – P2- Project brochure (A12) – P5- Visual identity of the project (A9) – P2- Tool to monitorize online and offline promotion of the project and all partners (A15) – P2- Presentations, photos and videos taken during the implementation of the BFA (PR2/A6), transnational meetings, multiplier events- Presentations, recordings and photos of the webinars (A14) - ALLTANGIBLE RESULTS generated during project management activities:- Project Manual – P1- Quality Plan – P5- Quality evaluation surveys (4)- Covid-19 Protocol (draft attached) - P1 - Green Guide - advices and recommendations for an eco-friendly project (draft attached) – P5- Digital Guide – explanation of digital tools needed for a efficient implementation of the project (draft attached) – P2 - Certificates for the participants in the transnational meetings - ALL- List of signatures of the participants of the MEs - ALLINTANGIBLE RESULTSThe intangible results are expected to be seen in the partners, the staff involved, the TGs involved in PR1/A7, PR2/A6 and all the end-users of the Online Course and Handbook in terms of:. EXPANDED KNOWLEDGE AND SKILLS of the adult educators in applying and creating brain friendly strategies and activities for adults facing learning difficulties, such as ADHD . EXTENDED CAPACITY AND EXPERTISE of the partners and their staff to create sustainable educational resources, adapted to the real needs of adult educators and adult learners;. RAISED AWARENESS of the associated partners and stakeholders on the issue of ADHD learners and their need to personalize learning strategies and inclusive educational centers.. BETTER PERFORMANCE OF LEARNING AND ACQUIRING KNOWLEDGE AND SKILLS of adult learners, facing learning difficulties, such as ADHD"