Development of Innovation was the project general objective, based on the priorities:•Further development of the VET quality assurance mechanisms; and•Contribution to the improvement of the Inclusive youth education and training.The project aims at elaboration of a VET quality offer for SEN learners, with a specific focus on learners with attention deficit and hyperactivity disorder (ADHD), through the implementation of Quality Assurance (QA) principles in VET in line with the EQAVET recommendation. The team developed a QA Framework (QAF) and Tools for an effective support to VET providers to plan, implement, monitor & evaluate their training strategies related to participation in iVET and cVET; and to the continuous feedback loops between the two systems.Innovativeness:•Implements holistic approach to apply QA in VET for ADHD learners. Aims at defining a QAF (including principles, indicators, tools and guidelines) for iVET and cVET;•Applies a lifelong learning strategy in order to support education and training of ADHD learners at all ages;•Brings together relevant organisations with broad experience in QA - iVET and cVET, teacher training institutions, education and training of ADHD learners, business, HEIs and ICT;•Includes iVET & VET providers who to facilitate dissemination and test the QAF by majority of providers in the participant countries and across Europe;•Includes also business representatives, teacher education institutions, organisations training ADHD learners which guarantee the stakeholders' validation and recognition of the project key outputs and thus, to facilitate the mainstreaming and thereby sustainability. Target audience:iVET & cVET Providers, training teachers and ADHD learners; Teacher’s, School ADHD associations; ADHD learners; Project Partners; National and European organisations active in the VET field and inclusive education and training; National authorities (relevant Ministries, Agencies, regional Offices, etc.)Project outputs: •Compendium of good practices in the field of EQAVET implementation in VET for learners with ADHD. ISBN: 978-954-07-4510-7. The objective is to highlight examples of good practice in the field of EQAVET implementation in VET programmes addressed to ADHD learners, incl. details regarding the methodologies applied and results achieved. •Quality Assurance Framework for VET for learners with ADHD. ISBN: 978-954-07-4511-4. This is the key output of the project and the objective is to provide a user friendly tool as a benchmark for QA systems for the VET providers acting in the field. Based on the evidence summarised in the “Best Practices” compendium and the defined Indicators, “Guidelines Assisting VET School Boards in Delivering Special Education Services for Students with ADHD” were developed. They are structured around the three main dimensions “Improving my organisation”; “Improving my training delivery”; and “Improving my teaching methods”. http://tools4adhd.eu/guidelines/. The Introductory text is translated to all national languages of the consortium partners. •Toolkit for VET providers training ADHD learners. ISBN: 978-954-07-4512-1:In order to concretely support VET providers in understanding, implementing and measuring QA management systems, partners have also provided a QA Toolkit including tools for the three QA phases and related to the quality principles and indicators designed within the project. All these documents are published in the web-site designed to serve the specialised audience.Attained impact:The produced outputs:ocontribute to the support of VET-programs to align their quality initiatives with European and national policies in the field of inclusive VET;ohelp providers and local/regional/national authorities understand the level of change required of providers and VET-provision to align their QA approach with the inclusive ET policies;opromote awareness of the quality exercise among stakeholders and obtain the commitment of key stakeholders;ofacilitate the assessment and document stakeholder interests, influence and importance concerning QA in VET for ADHD learners;ogenerate a desire to change and improve VET-programs addressed to ADHD learners, e.g. indicate planned and ongoing initiatives that may be supportive of the alignment exercise, either national or regional/local level.Consortium:Eight institutions from BG, IT, GR, ES and SE were members of the consortium. The contribution of each of them is particularly important for the project success. Coordinator was Sofia University “St. Kl. Ohridski” (BG). Methodological coordinator was the team of Effebi (IT). Swedish partner led the development of the Toolkit. SciFy partner developed the web site for the users http://tools4adhd.eu. UNINETTUNO led the development of the Compendium with best practices. The Spanish partner developed the Glossary of the most used ADHD terminology then translated into all national languages.

ContextNowadays, autism affects 3.3 million people in the European Union - about 1 in 150 people are diagnosed with this disability in Europe. Although specific efforts have been made by autism plans in different key phases of the life of autistic people, the transition phase of adolescents and young adults in their access to a more independent life is a special phase insufficiently taken into account in an inclusive aim. In addition to having a comparative approach to the policies of the Member States to work on convergences and benchmark, the challenge is to better define the needs of the relevant stakeholders and to propose innovative tools and methods to professionals (education, social) to support the transition to an integrated and independent approach. life. Professionals and families need access to tools, devices and resources to better support this phase. ObjectivesTRAIL has contributed to the identification and implementation of good practices (frameworks, resources, tools) to support the transition phase of young adults with autism. These innovations are aimed at support professionals but also at young people and their families for a more independent life in ordinary life. An essential objective was also to transfer 3 innovative practices directly operational and usable by a large number of professionals: HIPE training (TOI Leonardo 2012) short session for an immediate efficiency of professionals in contact with autistic people) - Interactive Theater method allowing professionals to co-construct and script complex situations - Mobile Units of the APAJH38 allowing multidisciplinary teams to intervene at home with people with autism to help them in their daily lives.ConsortiumThe promoter LES PAPILLONS BLANCS de Dunkerque - SAMO (France) is an association that supports people with intellectual disabilities with or without associated disorders including autism. TRAIL has logically mobilized 5 partners of the HIPE4ASD project: THE REGIONAL DIRECTORATE OF THESSALY RECTORATH (Greece) which made it possible to work on the axis of inclusive education in close connection with families - FORO TECNICO DE FORMACION (Spain) a center certified national vocational training program which also helped to deploy a skills approach in the transfer phases - PASSPORT EUROPE (France) coordinator of HIPE4ASD was able to support the coordination, the process of valorization and innovation - NATIONAL AUTISTIC SOCIETY (UK) Association The National Major Program on Autism in the UK joined HIPE in the final conference and carried out the project studies. TP-TEATERN (Sweden) Theater Company working for the social sector and APAJH38 (France) accompanying people with disabilities in different fields have completed the project as a bearer of innovative actions to transfer their know-how. INTERMEDIAKT (Greece) ICT specialist took charge of the creation of TRAIL's online environment.Activities and resultsA comprehensive online environment has been created to support information gathering, communities (especially for studies) and learning activities (especially during innovation transfer) and dissemination.The consortium finalized 4 studies (not exhaustive) to have a comparison between partner countries in the transition phase: 1. Comparative approach of social policies 2. Needs of professionals 3. Needs of young adults and their families 4. Survey of decision makers.The collected information and the documentary research have identified a set of innovations (validated by the Steering Committees) assembled in the TRAIL Toolkit (devices, tools and resources) covering the different fields of life of young people in transition.A training module has been created to help professionals support these young people during the transition phase.Impact and bénéfices Studies, exchanges have highlighted large differences in approaches and organizations related to the specific cultures and social policies of each country, each partner discovering devices, innovations, training modules Directly transferable. Of this collaborative work was born the desire to develop projects aimed at improving the courses for all partners, as for example in France and in Greece, the use of interactive theatre in schools, college and high School to promote Inclusion and acceptance of the difference, in an inclusive view.

"In the context of environmental and social crisis in Europe, it is crucial to develop social, civic and professional education perspectives for young people in search of meaning in an all-disposable consumer society.The ECOSTEP Youth project has generated a transnational dynamic driven by groups of young people, taking as a medium ""the waste"", innate to all societies, to make them engaged and knowledgeable citizens by bringing shared solutions on common issues. It engaged 13 mixed teams, representing a total of 95 young people from various social and cultural backgrounds, in 5 countries (France, Ireland, Spain, Morocco and Greece), under the expertise of 7 youth oriented partner organizations with an emphasis on pedagogy and innovation :The promoter ATELIER D'éco SOLIDAIRE France, resource center for creative reuse - PASSEPORT EUROPE France, innovation and valorisation expertise - TRINIJOVE Spain, formal and informal education foundation working in the priority neighborhoods of Barcelona - INTERMEDI@KT Greece, specialists in New Technologies - CRNI Ireland, national network of reuse with 2 of its members ReCREATE (material library dedicated to educational and creative projects) and REDISCOVERY CENTER (center of environmental education with artisan workshops) - AL IKRAM Morocco, association of upcycling leading projects with young people and single-parent families from disadvantaged neighborhoods of Casablanca - FORO TECNICO DE FORMACION Spain, vocational training center.The learning activity (mobility week) which took place from the 30th of october till the 4th of november 2017 in Bordeaux, was the flagship event in embarking on decisive action for the launch of the projects activities. It was intended for young people selected for their skills to train them on the stakes and objectives of the project. These became ECOSTEP ""ambassadors"" who in turn recruited and accompanied their own teams in participating in the projects activities (including the design competition and the creation of a WEBdoc).3 intellectual outputs were produced:1.A European competition on the theme of upcycling: 13 teams entered the competition. They were accompanied by professionals and were trained during numerous workshop sessions (design research, choice of materials, prototype production, making of final piece, development of videos and presentation documents for teams and end products). Their work has resulted in the creation of unique and creative pieces, made from recycled materials, some of which have been identified by professionals, paving the way for potential commercialization. A wide dissemination via the project portal (https://ecostep-youth.eu) and social networks made it possible to select a national winning team by country, a team rewarded by the public vote, and a laureate at European level via an international jury.2.A web documentary produced by and for young people, on the theme of the creative and artistic reuse of waste, the ""green"" and craft trades: an interactive multimedia environment (videos, photos, interviews), a real educational tool enriched by a glossary translated into 5 languages defining essential terms for these topics.3.Participatory workshops open to the general public were organized by the young people, thus enabling them to get involved in the implementation of a public event. These workshops brought visibility to the project and put into practice the techniques learned. The aim was to make participants aware of more environmentally friendly consumption patterns.An interdisciplinary approach within the consortium, a strong organisation of the areas of resources, arts and design and the accompaniment of young people ( the projects target audience) made it possible to detail quality productions, reflecting not only the values of the project for the young people but also allowing them to display their sensitivity and creativity on these themes. ECOSTEP Youth has contributed to bringing them new personal and professional skills thus demonstrating the full potential and the added value of this type of innovative educational action for young people, and in particular those in insertion or at risk of social exclusion. Each one, involved in all the phases of the project, is in his or her own way an ambassador of the values carried by the project and they benefited from a rewarding experience, rich in exchanges and learned skills. This in turn helped nurture confidence, self-esteem, awareness of circular economy and openness to new career paths."

Project context/background:The project has focused on people with TEA, professionals working with them, as well as potential employers. It has been structured around three axes: intervention, training and integration into the labour market. Working on training to facilitate access to the labour market and continuing training, in a context of intervention that takes into account global and international local realities by promoting the transfer of good practices, innovative experiences and open educational resources.The objectives of the project were: To identify the skills of people with TEA to enter the labour market. Contribute to a methodology of inclusion of people with ASD in the labour market. Provide a favourable working environment for TEA people from the training and training of employers, managers and To assist companies in recruiting people with TEA and to promote job matching.Type number/profile of participants: The total number of participants is 17,922 people. This total has been divided into two main groups: Direct beneficiaries: By SURVEY: Experts and professionals working with this group directly or indirectly (at company level) in the various partner countries of the project which replied to the survey and subsequently benefited from the resulting information (71 persons) Bulgary:9, UK:13, Spain:38, Italy:1, By TRAINING ACTIVITIES: Technicians and experts in inclusion who work directly with a group of TEA people, regardless of the partner participants, have benefited from this training a total of 13.For MULTIPLIER EVENTS: 41 expert and professional beneficiaries (between IT and UK) working with this group have benefited directly from the activities and presentations of both MS Indirect beneficiaries: A total of 28 professionals working with TEA, employers, technicians and experts on issues of labour inclusion have participated in the national steering committees. Persons visiting the project website for information purposes: 17769Description of the activities carried out:Four learning sessions of the CPT Pedagogical Cultural Theater methodology have been carried out, a survey on necessary competencies of the ASDs for their labor inclusion with the objective of gathering relevant information and materials that will form the basis of the 3 open resource guides. 1. Guide of recommendations for the company to hire the right people with ASD against abuse. 2 Guide of good practices for the company to create an appropriate environment and good treatment for people with ASD at work. In the latter, the 6 videos, 4 on the CPT method have been included in (ES, IT, BG, UK) and 2 edited from the 70 recordings made in the performances of the CPT sessions. 3 Guide to territorial networks between related community organizations in the form of an interactive map.Results and impact achieved: The basic competences of the Tea in the field of work and the needs of the socio-educational professionals in contact with the vocational and socio-occupational training of the Tea have been concretized, a teaching guide has been created for adult education professionals who may have contact with TEA adults, recommendations have been provided for the correct recruitment of people with TEA, the CPT method and its applications in educational groups and in situations of employability of people with ASD have been worked on and publicised, with the participants acquiring skills for such management and project results at European level.Four National Reports (ES, IT, BG, UK) have been developed emphasizing the national situation on the labor inclusion of people with ASD along with the drafting of a set of national recommendations to improve and promote social and labor inclusion at the national levelThese reports not only help partners to map the state of the art in their countries, but also easily support the identification of common points and challenges or potential work points.Potential long-term benefits: The benefits of this project lie in better training of people with ASD in the labour market, on the basis of an analysis of labour market needs and skill demands for inclusion. Along with this, the training of professionals and employers will facilitate the incorporation and inclusion of people with ASD in a standardized employment. The development of open educational resources, both training and teaching resources and support guides, will allow the products and results of the project to be scaled up and replicated in other scenarios

"The employment objectives of the European Union (75% of assets from 25 to 64 years) to Horizon 2020 and the United Nations objectives (2021-2027), ratified by the EU, on the rights of living people with a disability, raise the rights and conditions of access to independent living, which is inseparable from an inclusive and diverse approach.""Different"" people, especially disabled ones, still face great difficulties in living normally in the current conditions. Inclusion in society would imply that it is up to society toadapt to the singularities of people, to their differences, by developing and changing their environment to facilitate informational, geographical, physical and financial access to all citizens. This implies mobilizing all the components of our society to think their lives differently, favouring sustainable development in all territories, rural or urban (and this from a technical, ecological, social, leisure, health, culture, landscape, etc point of view).Any discussion about autonomy for disabled people, means talking about all access paths to independent life. Self-determination is a major challenge to make disabled people key-actors of their life. The aim is to provide them the possibility/power of acting, and to do it in a welcoming and caring environment, which allows them make choices and enables them to be responsible. That is why, all the professionnals and stakeholders involved must work together and with an interdisciplinary approach to make ordinary life inclusive. That requires us to modify the representations of the reality lived by these people and their resources by improving the support devices and services and removing the barriers they face. A facilitation process is also required to improve inclusion of these people in common law instances, for all topics of their life, especially autonomy in their accomodation, access to administration services, access to healthcare and to hobbies and cultural activities.)MEDIA is part of this challenge and aims to train people living with a disability to acquire the position of inclusion facilitator on their territory as a vector of inclusion for their peers with local professionals. The inclusion facilitator thus becomes an agent of his own empowerment and that of his peers as well as an agent of transformation of social representations on people with disabilities. It will also be important to structure this dynamic of self-determination and empowerment to ensure its sustainability and future efficiency.MEDIA aims to contribute to an inclusive environment, to change the vision and representation linked to different people, and especially people with a cognitive disability. Objectives- Firstly, develop training courses « autonomiseur inclusif » (inclusion facilitator), based on skills and knowledges approach. Secondly, train disabled people to perform this job. This training course will be supplemented by a SPOC focused on knowledge and first-hand experience.- Create and develop interdisciplinary professionnal teams in different areas to support this process (government agencies, care facilities, accommodation, culture, hobbies…..) to remove the barriers and create levers for the inclusive transition.- Collect and share the practices to define the conditions. Define procedures by finding common topics and by considering the contextual specificities to produce advice to ensure the value of this job, and contribute to adapt the intervention policy.The project MEDIA is carried by LES CENTRES D’HABITAT DU LITTORAL DUNKERQUOIS (France), which are included in the association Papillons Blancs de Dunkerque, and is surrounded with strong partners who share common values and involvement around self-determination, empowerment : ASSOCIATION DE LOVIE VZW (Belgique), FORO TECNICO DE FORMATION (Espagne), PASSEPORT EUROPE (France), HAUTE ECOLE DE TRAVAIL SOCIAL (Suisse) and an associated partner HANDIDACTIQUE chaired by Pascal JACOB, who was the leader of a first « autonomiseur/facilitator » training. Our partners are all involved in social and professionnal inclusive practices, and are able to mobilise the required interdisciplinary teams."