<< Background >>Although a universal right, social inclusion and successful participation to society is a challenge for many citizens. This is the case, when people have to deal with hindering conditions, such as a disability. Especially, when this disability is characterised by cognitive impairments - as is true for people with an intellectual disability or an acquired brain injury - social inclusion is even more challenging. Adaptations of the environment to overcome the impairment to make society more accessible, is one important way to deal with the challenge. For people with sensory or motor impairments this is significantly contributing to their social inclusion. However, these environmental adaptations are not addressing - or only to a limited extent - the impairments that are the essence of intellectual disability or brain injury. For that reason, the approach to adapt society to the disability is completed with a complementary approach of empowering the person with a disability, to equip the person with skills and attitudes that enable the person to adapt to the environment and to society. This is important for all people with or without a disability, but it is in particular a main challenge for people with a cognitive disability. The reason is that an intellectual disability, according to the general accepted definitions of WHO or AAID, refers to a low IQ, but also to inadequate developed adaptive skills. The same phenomenon is seen in brain injury. People with these impairments show a lack of problem solving skills, flexibility, planning behavior,... all skills that are critical for being able to adapt to society, to deal with unforeseen circumstances, problems and changes. These skills, often summarized as transversal skills, are key for successful social inclusion and participation. For that reason the EU Skills Agenda (2016, 2020) and the “Union of Equality: strategy for the rights of persons with a disability 2021-2030” (March 2021) identify the need to address these skills among all citizens, in particular among people with disabilities.Adult educators, and by extension many professionals working with people with cognitive impairments in the field of disability, observe that the efforts to teach these transversal skills, have no long term effects and are not transferred to everyday life. This may not be surprising, as the same transversal skills are skills that are critical for the cognitive process of transfer. Research confirms this observation, but - at the same time - defines suggestions and methodologies to improve the acquisition of transversal skills and the transfer of these skills to everyday life, contributing in this way to successful social inclusion. Adult educators express the need to develop competences for successful transversal skills training and for ‘training for transfer’ of these skills. Including effective educational strategies (explicit goals on transfer, cognitive methodologies and tools for training and for transfer) will not only promote self-efficacy of the adult educators but also - at the end - social inclusion of people with a cognitive disability.<< Objectives >>The main objective of TETRA-S is to improve the competences of the adult educators 1. in teaching people with a cognitive disability transversal skills - that are critical for successful social inclusion - in an efficient and effective way and 2. to enhance the transfer of these skills in the everyday life of the learners.Several challenges need to be addressed to realise this general objective. Therefor, the general objective of TETRA-S is supported by subgoals:- to change hindering beliefs of adult educators on the learning potential of the learners and to reduce resistance and inertia towards the effective adoption and application of the appropriate (digital and non-digital) tools-to improve competences to create a powerful learning environment for teaching transversal skills, tailored to the needs of people with a cognitive disability as a prerequisite for an adequate learning process-to improve competences to create conditions and apply techniques for training of transfer, such as metacognitive reflections<< Implementation >>TETRA-S main activities are related to the development of innovative tools that contribute to the improvement of the competences of adult educators: a set of educational frameworks, self-assesment apps, webinars and handbooks will be produced and integrated into a validated interactive E-learning platform (MOOC). International meetings of the partnership during the project lifetime are intended to monitor the progress, to take well considered decisions on the content of the tools and to coordinate the development of the complete set to ensure coherence. A general management plan will support the activities and production of the project results, ensuring a qualitative outcome. A dissemination and impact strategy plan will contribute to a maximum impact of the project.Each partner establishes an internal project working group and a Local Expert Group, serving as a focus group, giving input and feedback on what is produced, to ensure that the project results really meet the needs of the adult educators and contribute to the social inclusion of the people with a cognitive disability.A training activity on the state of the art of transfer will be organised to share knowlege and experiences with adult educators and to receive input for the development of the aforementioned set of tools.The project will be closed with an international multiplier event to present the outcomes and to invite stakeholders to implement the tools.<< Results >>The outcome of the project will be available as an interactive MOOC (Massive Open Online Course), including an eLearning Management System (LMS) that will host all training/learning content and the developed webinars and apps. An interactive digital simulation environment will be provided through the LMS.The application provides not only the adult educators of the partner organisations and the local expert groups a validated MOOC as tool to improve competences to promote social inclusion of people with a disability but at the same time it offers a tool to the complete field of disability to promote social inclusion.