"<< Objectives >>Objectives:-Promote social inclusion to improve the living conditions of young people who are in a situation of social exclusion.-Foster active citizenship among young people and, based on this, strengthen young people's sense of initiative.-Promote entrepreneurship, creative learning and social entrepreneurship among young people.<< Implementation >>0. Regular Activites:-Management and coordination.-Preparation.-Monitoring and evaluation.-Dissemination.01.Specific Activities- Presential Meeting in Portugal.-Limitless Horizons I – Local.-Meeting Online.-Limitless Horizons II – Local.-Preparation for mobility activity – Local.-ESNsharing (Polónia).-Youth on the move transnacional – Online.-Meeting – Online.-Preparation for mobility activity – Local.-Network Event (Portugal).-Clousure.<< Results >>Results:0. Outputs:-Content and materials, such as: photo galleries, project booklet and a strategic kit ""reincluIR-TE(me)"".01. Outcomes:-Development of the 8 key competences according to the European Framework for Lifelong Learning.-Acquisition of technical, management and coordination competences, and on the themes of inclusion, civic participation and active citizenship."

In many European countries various programs, laws and policies have been adopted to fight against social exclusion of people with disabilities in all fields from home one to working one. It suffice to think about EC Council Directive 2000/78/EC of November 2000 -Article 5 which supports the idea of creating a reasonable ambience for all disabled people guaranteeing compliance with the principle of equal treatment in relation to people with disabilities. Social exclusion of people with disabilities, especially for those with mental disabilities, alongside with all possible prejudices that employees and managers may have or develop, tends to worsen their mental health and compromise also their ordinary life, affecting the way they are perceived by the others and the way they perceive themselves in relation to the others. In the working field it is frequent to find situations in which human resources managers and employees don’t know how to relate with people with mental disabilities creating a difficult and hostile environment for their disabled colleagues and not considering potentialities of their presence and of their work in the enterprises. For this reason, Work in progress steams from the necessity educate employees and human resources managers to respect and correctly relate with people with mental disabilities in working field with the objective of giving birth to a more inclusive and warm environment. How it is possible to realize this new environment? Work in progress aims at the creation of three principal outputs: a conceptual manual ( available in english, italian, greek and polish), that will educate and inform employees and human resources managers to all needs, limitations and skills of people with mental disabilities, alongside with a training course, at local level in each partner country, that will give the possibility to experiment what learnt and with an app that on the one hand, will contain the manual and post -training course exercises to verify knowledge acquired by participants; on the other, will be also the guarancy for dissemination for both previous outputs. Long term life of the project will be guaranteed by the online format of the app that gives the possibility to obtain an easy and more involving way of learning on the one hand and continuity in it on the other. Moreover, Human resources managers and employees, at the end of the course can share what they have learnt with their enterprises, increasing the spreading of the project and its impact; training course contents are based on the practical application of what learned at theoretical level through the manual, so also manual concepts will be spread and more and more employees and human resources managers will access the manual contents and the training results. Innovative aspect of “Work in progress” is that it combines this three important outputs that can offer a complete approach to the problem of the exclusion in the working field of people with mental disabilities, creating, as said before, an “in fieri” system. Main target group of the project will be therefore employees and human resources managers of enterprises, while indirect one will be people with mental disabilities. Project will be spread at local, national and international level thanks to a website of the project and the app that will be available at any time for both IOs and Android system and for all devices. We will involve through 4 different multiplier events at local level, staff member of organizations, staff members of partner organizations and all other interested stakeholders (enterprises at local, regional and international level, municipalities, VET providers and researchers, etc). We are a consortium made by 4 partners ( Multikultura, CEIPES, MBM training development centre and IDEC) coming from 4 different countries and realities, experts in the field of training courses, long life learning, web and app design skills, consulting and coaching ones.

"A modern learning environment needs to use virtual reality to achieve interactivity of learning materials what affects very effectively the learning process of students independently and in a group. Therefore interactive learning materials are a key tool for the learning and development of the student like independent and autonomous learner since modern society needs a young specialist as a creative and innovative thinker, team member.The background of the project was associated with the need to create modern interactive teaching material for first-year students of construction and architectural specialities on bachelor level, to ensure their high-quality training and independent work without prior knowledge of the profession and possession of computer programs, without the use of licensed programs and special equipment. The project used modern technological solutions to create simulations of three-dimensional objects, which are very interesting and easy to use, ensuring the active participation of the student in the process of acquiring new knowledge in a playful way.The main objectives of the project were:- creation of an open educational resource - online interactive teaching materials for first-year students of construction and architectural specialities on bachelor level for independent work,- advanced training of project participants in the field of training, the creation of modern educational materials,- the development of international cooperation between organizations of participants and non-participants of the project was successfully achieved.In the process of joint work on the project, an interesting and very useful experience of cooperation was obtained not only between educational institutions from different countries, but also cooperation with non-governmental organizations that have a huge audience in social networks and experience working with different target groups.The project consortium consisted of organizations from different sectors (NGOs, HEs, government bodies). Specialists in the field of training, modelling and design, programming and advertising were involved in the project. The project partners were Tallinna Tehnikakõrgkool University of Applied Sciences (TTK UAS) Estonia - coordinator of the project, VilniusTech Lithuania, UPSET Croatia, Kocaeli Provincial Directorate of National Education Turkey. Within the framework of the project, a homepage and FB of the project were created with constantly updated information, three contact transnational meetings and one LTT event were held, the project partners met online throughout the project, which ensured close interaction, timely implementation of project tasks and successful results. Presentations about the work of the project at various international conferences and the publication of articles about the work of the project in collections of scientific conferences and in online scientific publications, organizing and holding events within the framework of YerD 2019 and 2020, organizing and conducting an online multiplier event contributed to the dissemination of information about the activities and results of the project not only in Europe but also in the world.The results of the project are an open online educational resource - an interactive learning material for first-year students of construction specialities:- simulators of a wooden and stone house with details and materials textures and various functions, - simulators of parts of house structures;- set of drawings of building units with the possibility of using augmented reality (AR) to control the correctness of assignments,- interactive exercises with a branched solution scenario and feedback,- questionnaires and surveys to obtain the necessary feedback and information to improve the training material and to get statistical data for articles,- control tests for maintaining statistics of student progress for self-control and to help the teacher.The project results will be actively used and disseminated primarily by the project partners in their training work with students and other target groups, through social and modern media, the Erasmus + project results platform after the completion of the project to improve the quality of education and disseminate the idea of innovative and interactive learning by example of the project VirTec results.According to students knowledge test results after the e-learning material use, teachers and experts feedbacks, the project's interactive solutions help to better prepare the future engineer related to the needs of the labour marketThe project partners TTK UAS and VilniusTech continue to collaborate on a new Erasmus+ VirSTEM project to create an open educational resource - an online course ""Basic Engineering Graphics"" for the undergraduate level for students of construction specialities, both full-time and distance learners, and to realize new ideas for creating interactive learning material."

"""TRAINING ON LEARNING DISABILITIES FOR TEACHERS AND PARENTS. NEW STRATEGIES AND ICT CONTRIBUTIONS"" As a group of educational advisers, we realized that teachers and parents in our working area had a lack of useful materials, like specific tools and software for pupils with learning disabilities. Although nowadays they are using useful strategies to manage with pupils with learning disabilities and they begin to understand the need of using ICT, they have barriers to use these ICT tools and they need to improve their digital and computer skills, besides knowing the innovative methodologies that may increase pupils with learning disabilities learning.This project has the next main objectives: 1- To develop innovative practices in our institutions, extending the use of ICT tools; 2- To analyse current and new practices in teachers and parents dealing with learning disabilities; 3- To improve teachers competences in ICT and innovative methodologies, specially those that may allow them to help pupils with learning disabilities; 4- To enhance better levels of ICT use in the educational context; 5- To introduce positive changes in the teaching-learning processes through adults training; 6- To increase teachers motivation by using innovative practices; 7- To provide parents a better support about how to deal with learning disabilities towards an ICT training, and 8- To increase the performance at the school of pupils with learning disabilities. The participants are 5 institutions, with a heterogeneous number of staff directly involved in the project (around 5 to 8 members of each team), and indirectly involved, the rest of them. The profile of the staff is: psychologists, pedagogues, ICT and computers technicians and managers.This project was initially thought to create some useful materials to help teachers and parents who have children with learning disabilities (Dyslexia, Dysgraphia, Dyscalculia, Attention Disorder and Hyperactivity or Non-verbal learning desease, because these are the most frequent learning disabilities) in order to increase their levels of learning, to improve their school results and to prevent early school leaving.The main results and activities we intend to achieve are: 1- A critical analysis about how teachers and parents deal with learning disabilities and what do they need and what problems we have to solve out, in order to help, in a better way, to pupils with learning disabilities to gain educational objectives; 2- A methodological guide with useful strategies that may allow us to solve the problems found in the critical analysis out and to give answer to teachers and parents needs, specially those ones that have a disadvantage situation. This guide would include ICT tools to learn better, including specific tools to each learning disability, and general tools, such as activities and software to improve executive functions or memory. Teachers and parents could understand better the contents with the glossary of terms; 3- Designing and developing Courses and Pedagogical materials for teachers and parents. These materials could help to other advisers and adult trainers to organize other training courses about learrning disabilities and ICT in educational context in the future; 4- A videogame for children with lack of executive functions, to train some skills in a highly motivating way, and to motivate teachers and parents to use these tools in the classroom and at home; 5- A portal web ""MULTIFUNCTIONAL INTERNET PLATFORM - European Help-desk for learning difficulties"", containing all the materials, educational issues related links, learning disabilities, as well as local, regional, national and european resources, a support net to people who access to the portal, information and pieces of advice about educational topics (specially ICT tools for learning disabilities), among other materials.All partners involved participated in these products, although each country has been the coordinator of an output. Each material about a specific learning disability had a coordinator aswell. In our opinion, the results have a great sustainability, because all of them are included in the portal www.helpdeskinld.com, an Internet platform open to everybody. In addition to this, we will continue developing courses in the future with our own budget and we have disseminated the results in several platforms: E-twinning, EPALE, our own webs, other local, regional and national webs, press, TV and radio and through our work with other institutions directly, because we are external advisers that visit a lot of schools and educational institutions (Educational Inspection, University, Secondary and Primary Schools, Associations...)"

Background: In recent decades, the responsibilities placed on schools for dealing with the crucial European challenges of reducing inequalities and social exclusion, providing for children with special needs and enhancing diversity and cultural identity, are even more exacting. There are different perceived needs and different laws between the countries of Europe: some countries are now beginning gradually to abandon the distinction between ‘special’ and ordinary schools, making all schools inclusive, a change that some other countries made several years ago. One critical aspect is the transition between infant and primary school and the early identification of a child’s difficulties. Many studies have shown a relationship between early language development and literacy and learning skills and have specifically focused on the implementation of early intervention programmes and curricula. These programmes, however, have usually focused on particular, single skills or dimensions of language; no clear guidance was offered to teachers on facilitating the transition from infant to primary school. Objectives: The present study adopts an innovative cross-cultural approach. It aims to implement, and verify the efficacy of, an innovative curriculum/intervention programme (hereafter, TALK) for the early assessment of the child’s language skills in the preschool period. The motivation for these aims is that they will help to ease the transition to primary schools, to promote the inclusion of children with special educational needs, to support teachers’ skills and to prevent long-term scholastic difficulties. Participants: The participants were 139 preschool children in Italy, 122 preschool children in Belgium and 102 preschool children in Romania, along with their infant and primary school teachers. The participants in each country will be in two groups (TALK group and control group). Methodology and activities: The project has three phases. 1) The first phase consists of a three-part series of assessments: a) A multidimensional curriculum of language/communication and literacy for the pre-schoolers. It was implemented using ICT and the outputs were scored on a range of tasks: nonword repetition, phonological awareness, naming, lexical decision, sentence repetition, grammar decision, rapid automatized naming, social story comprehension and visual-motor integration. b) Assessment of interactions between teachers and children, undertaken through direct observation in the classroom during storytime, snack time and circle time. c) Assessment of social well-being. Each child’s social competence and a sociometric measure and each child’s self-concept was assessed using a questionnaire. 2) The second phase is an intervention programme with teachers in the TALK group. Teachers and children were involved in a range of TALK programme curriculum activities, in small group laboratories and during children’s ordinary daily activities. The activities are in the following areas: phonological awareness, focused book reading and storytelling, vocabulary games, descriptive language, emotional language, musical play, and writing/drawing/fine motor. At the same time, each teacher in each working group was shadowed once a month by a specialist who monitored the development of the intervention programme. The children’s families received a parallel programme aimed at helping them support their children’s language/communication skills at home. Each child in the TALK programme and in the control group was tested again at the end of the school year to assess the changes in their language/communication skills. 3) In the third phase, the follow-up, each child was assessed again in their reading/writing skills, which were correlated with the previous assessments. Results and impact: We test the efficacy of TALK for language and learning development in the primary school both by comparing experimental and control groups and by comparing predictions made on the basis of the earlier assessment with the children’s subsequent levels of skills. The four main outputs expected are: an assessment (curriculum) of the child’s skills, related to the school’s prerequisites, an intervention programme for teachers, a support programme for parents and the construction of a project website accessible by all participants.Potential longer-term benefits were expected to include improvements in the procedures for the early evaluation of children, facilitation of a better transition to primary school, enhanced integration of the evaluation and transition procedures, the promotion of a wider sharing of open-source materials for schools and a contribution to the construction of a common curriculum which respects differences between contexts and cultures.