"In ""The Search for The Holy Grail"" project we involved 4 partners from Poland, Sweden, Northern Ireland and Italy. All of the organizations work with people with disabilities (intellectual disabilities, autistic, Asperger syndrome, deaf persons). We want to involve people with disabilities in creating the educational tool for staff. Our goal is to produce 4 movies and ebook created by people with disabilities. We want to ask them what is really important and a good example of working with them. We want them to be leaders of this process. In ""The Search Fot The Holy Grail"" we focus on that very moment when things actually change.That moment when you realise things will not be the same again. From now on, it will actually be better.In the project, “The search for the Holy Grail”, persons with intellectual disabilities will share those moments that has given them the opportunity to live a better and fuller life. Locating those specific moments, ""The Holy Grails"" and share the in an E-book and movies, will give us an idea of what we, the staff, should be looking for to offer persons with disabilities the possibility to lead a more complete life.All the materials will be available on the page of the project but also on pages of all partners and EPALE."

Project’s background The project is born both with the aim to offer a solution to the issue brought up during the 1st, 2nd and 4th European Antibullying Network Conference (EAN) financed by Daphne III in 2014, 2015 and in 2017 that had highlighted an increase of the bullying and cyberbullying phenomenons and the need of a coordination on a European level ,and to support the action plan of teachers’ training activities to prevent bullying presented by the MIUR in Italy in 2016. The objectives of the project were : the updating of teachers’ competences in their action of contrast of the bullying phenomenon in the school environment through the creation of a methodology based on the Applied Theatre techniques and the e-learning training and designing of video campaigns to arise awareness about such issue, planned by 13-16 years old students, aimed at their peers. Teachers from five European primary and secondary schools have taken part in the project, coordinated by three expert trainers in the various steps.During the whole course of the project teachers could personally explore the methodology to contrast the bullying phenomenon designed by partners Playhouse and Action Synergy, on the base of the Applied Theatre and Community Engagement strategies, in particular during the Joint Staff Training Event, getting to the creation of a methodological prototype. Students from the five schools have taken part in several workshops and have launched some short videos to make other teenagers aware of the bullying issue, after improving their knowledge about communicating through the social media.Very important results have come out from the project such as a methodological prototype of a set of laboratories in English to be used with students from different school levels; the prototype brings together the Applied Theatre methods with the Community Engagement strategies. Other relevant products are the translations of the project materials from English into the national languages of the five schools (Italian, Greek, Lithuanian, Polish and Portuguese), five short videos made by the students containing their messages against bullying, five more videos made by the schools about students’ and teachers’ experiences and opinions concerning the method used.Teachers, students, parents, headmasters, field experts , local authorities and NGOs members have appreciated the project results during the six final events organized by schools and trainers, in particular participants have welcomed the application of the Applied Theatre to such context for it has created among students empathy and understanding of the dramatic consequences of aggressive behaviours, as it can be inferred from the videos which have been designed and launched.

Peer education is a social promotion strategy based on the idea that it is possible to capture the isolation of peers within their networks to influence the knowledge, attitude, motivation and behavior of young people. Furthermore, as a methodology for promoting health and well-being, it is today one of the most significant and effective pathways in the prevention of risk behavior, since it identifies tools and strategies to enhance mutual change, combining the role of the adolescent's guide with the competence of the adult and facilitate the processes of integration, dialogue, inclusion and personal growth. In this perspective, the Il nostra S.C.O.P.E. aims to promote peer education by selecting best practices from each partner organization at the end of a common training program for young people with fewer opportunities (disadvantaged, NEET, suburbs or with migrant backgrounds) thanks to the acquisition of legislative, civic, artistic, audiovisual and intercultural, addressing discrimination, segregation and the pressing challenges related to social exclusion and unemployment through the development of a positive self-concept, trust and ability to communicate and socialize.The joint training program was developed on three pillars: (1) Citizenship; Citizenship workshops have been set up to activate small processes of change both for the individual and for the group / company. A change promoted by small actions to improve our surroundings. (2) Art and culture, based on current strategies and artistic techniques to develop self-esteem and self-recognition in a social context; dance, theater and music listening workshops have been set up. The beauty of art was used as a tool to create inclusion and active participation. (3) new media education. Photography, radio and web radio workshops have been created.The direct target groups are: (1) Adolescents with fewer opportunities who participated as pupils in the training course - 10 pupils per partner country (age group 14-18); (2) Young people with fewer opportunities who already have previous experience of working with children / adolescents and who have been trained as tutors - 3 tutors for each partner country (age group 20-25); (3) Adolescents and young people with fewer opportunities who have no previous work experience and who will support tutors as co-tutors of training activities - 3 co-tutors for each partner country (age group 16-20).The tangible results expected for the long-term impact are: - national documents and an international summary document on situations of social disadvantages and on current methodologies and strategies (good practices) to address the issue in all partner countries; - Training program in EN and in all partner languages The common training program is based on the three pillars of the project (see above); - Guide for trainers: tangible document explaining the activities (and their meaning) to be carried out for each pillar and the strategies / approaches in accordance with the topic (and the group), as well as the interaction between tutors, co-tutors , participants and reference adults. Intangible results recorded:- greater self-confidence for young people with fewer opportunities and greater future chances of being accepted into society - new skills and competences for music and theater experts, psychologists, pedagogues, educators and new media experts, working with people with fewer opportunities, involved in the project who will further disseminate their new skills acquired after the end of the project, creating an effect wave. - greater awareness by national agencies about social inclusion and the emancipation of children and young people with fewer opportunities - A new hope for families with a socially difficult background to see their children take part in better social positions and positions.The Our Scope Project was not a project with a beginning and an end. It was a process of change. A change started from below, from difficult situations and contexts, mainly wanted by the real protagonists of the project: the young. A project that has been research, experimentation and innovation thanks to a strong collaboration between the partners. A process that gave birth to other small local projects. A group of young French people has opened a cultural association, the Italian peereducators have been hired by the Inventare Insieme Association to continue their activities. The Bulgarians, the Northern Irish and the Spanish are also continuing their activities through forms of volunteering and involving many other young people.

People with disabilities (PWD) come from a group of people that are rarely found in leading positions in society. PWD have often been in learning, subordinate situation all their life. They are the ones getting supervision and help from professional leaders. To change this is complex. Needs and target groups: 1. To train PWD in leading workshops/ study visits/ giving lectures. 2. To train staff in how to support this process of new thinking and learning, and also in supporting the staff in taking one step back 3. to train PWD how to be a leader in education and work, to think about independent leaving. This project challenges the norm about who has the right to be a leader and what it means to be a leader of your own life. All three partners (Poland, Swede, Northern Ireland / UK) had different experiences in working with PWD and leadership, but in different areas (education, culture and work) and we learned from each other. Our mission is a world where all people (including PWD) will have the possibility to lead their own lifes and also to be able to share their knowledge with others by being in leading positions.The aim of the project was to promote involvement in society among mentally disabled persons. Even when planning the project activities in different partner organizations, disabled persons were included in the planning team, one of them in every organization were a second coordinator.Partners of this project presented all those main areas of human life in which person himself can affect; education, working life, art, leisure time and hobbies. The transnational aspect gave new ways of planning and working to every partner organization. For example partners from Sweden, Northern Ireland / UK and Poland focused on developing the art activates (music, theatre, painting, video) hobbies and leisure time but also in work. In the project, we created continues workshops in our countries where PWD where they were trained how to “Lead my own Life”. All partners learned PWD how to be a leader in art, theatre, music, sport etc. All partners trained 90 PWD and some of them joined to an international meeting. What is also important our PWD during the project organize workshops in different places like schools, associations, festivals, centres for people with disabilities etc and we reached more than 250 people. We organized 3 blended mobilities for PWD and one short term join staff meeting for staff. All of those meetings had their own specific. 1 meeting in Sweden was dedicated to workshops on how to be a good leader and how to present your self. We also have seen places were PWD are living and working as independent people. In Northen Ireland, we had workshops connected with the local event of Halloween. We prepared a special theatre performance called H'ween Widows. We present the performance in 3 days for 3 hours and it was open to all the public. In those days more than 5000 people could see our performance including PWD as actors. Meeting in Poland was dedicated to present results of our polish NL possibilities. We had music, theatre and painting workshops done by PWD. In all those meetings we also recorded Super Love WOman movie that was one of the important initiatives of the project. Super Love Woman was a superhero that apiaries always at the moment when PWD rights to be independent were not respected. PWD create the scenario of every scene. The idea was to make a funny and educational movie for staff and PWD. We always present a bad and good example of behaviour for PWD. In all international meetings, we shoot at least 1 scene. Movies are available on youtube, facebook page and EPALLE page of Polish and Sweedish platform. https://www.youtube.com/watch?v=jQ63NtL1w6ADuring the project, we create also, facebook page where we showed our tools and way of working with PWD and staff. Results were also presented on every facebook page of organizations involved in the project. Page of the project - www.facebook.com/LeadingMyOwnLife/link to the movie - https://www.facebook.com/LeadingMyOwnLife/videos/2324642587802914/During our project very important was to make an educational movie for staff and PWD that shows our main ide that people with disabilities can be a leader. We are very satisfied with the results and we show the movie in many places (schools, associations, local policymakers, local social institutions and workers). MOvies is available on youtube, facebook page and also EPALE so we hope it will be a future tool for staff to work on independent for PWD.

The ‘UNWRAPPING WORDS’ programme seeks to explore the literary heritage of some of the many writers connected to Inishowen and the North West border region of Ireland and make them more accessible and relevant to young people in the twenty first century by bringing together the multi-media and creative strands of art, music, words and film and using current computer and media technologies.‘UNWRAPPING WORDS’ seeks to look at the diverse literary works of writers such as Joyce Cary, Frank McGuinness, Leon Uris, Brian Friel, Frank McCourt and Joseph O’Connor who are writers of international standing and who are connected in some way withInishowen through their books, family, themes, sense of place or geographical reference in their work. The project seeks to engage with two youth groups one in Inishowen County Donegal and another in Derry City to reinterpret and contextualise this literary work in the form of a site specific mural work and to reinterpret some of the authors writings by creating and recording a contemporary rap CD inspired by the words of the writers and their local connections and also to create a short film dvd of the project. The overall project will break down in three main areas1.Creating a site specific Literary Mural that will engage Youth Group participation through facilation/workshops and hands on creation of the mural working with local graffiti artists. There will be a seperate worshop session on 'Visual Community Identity' before the start of the mural project to allow participants to introduce each other and their community perspectives.2. There will be two workshop music sessions with a rap artist that will create a recording and produce a rap audio CD that engages the Youth Groups with the work of the writers from this region in a contemporary fashion and will provide new multi-media skill sets for those involved that will include audio recording, editing and production techniques using adobe audition software to produce a high quality CD in a professional studio setting. There will be also be an initial rap workshop at the begining of the project to explore the importance and use of language within communities in a post conflict society and the idea of identity in the context of the Irish border region.3. The various elements of the project will be filmed using workshops to train members from both youth groups to document visually the overall outcome of the ‘UNWRAPPING WORDS’ project and to produce a short film dvd for presentation using computer software technology. ‘UNWRAPPING WORDS’ is an exciting opportunity for young people to participate in an innovative project in the creative arts in a fun and supportive environment that allows them to connect with a local cultural literary heritage in a contemporary manner using new skill sets in multi-media and the creative strands of art, music, words and film and using current computer and media technologies.The project sets out to engage two groups by using communication methodologies as a field of study whilst having fun directing the content to reflect their own interests and passions using talented, exciting and motivated tutors to deliver the project who are focused on making learning enjoyable as a creative alternative to the classroom model.