The program is aimed at adults with disabilities and specifically with mental disabilities as well as their trainers. DSM 5 (2013) defines mental disabilities as neurodevelopmental disorders that begin in childhood and are characterized by mental difficulties as well as difficulties in conceptual, and practical areas of life.The aim of the program is to develop and improve the management skills of leisure time of people with mental, developmental, difficulties. An additional goal is to prepare a toolkit (IO1), based on educational tools (IO4), where it will be provided as an OER for trainers, academics, professionals and parents as an interactive and supportive material to achieve the above goal. Research conducted in different countries in Europe has shown that there is no suitable material and support for leisure skills for people with disabilities. As a result, their functional integration into the community is not achieved,their skills are significantly reduced as they grow older, their emotional state is negatively affected, and they need increased help and support. In addition, the existence of an unstructured and unsupported and free leisure training as well as the complete deprivation of recreational activities in people with disabilities can lead to unconscious interventions towards themselves or the community.In the present proposal, the recreational behavior of people with mental difficulties will be redefined through research questionnaires, in the context of developing skills for social interaction and integration of these individuals. The long-term goal is to create an easily accessible electronic material that will help people with disabilities stop the circle that is leading them away from society. That circle is created because while general education and integration structures exist in the community, there is no emphasis on teaching quality of life and leisure skills, which are what lead to effective integration. For example, a person with a mental disability fails to perform simple activities such as washing. This is because complex and combined cognitive skills are required, for example, to organize wardrobe in clean and not clean clothes, to change clothes by seasonality. Thus, while the person wants to dress according to the rest of society, does not succeed and never really integrates into it. Similar frustration and non-integration occur in other activities in which the person does not know and cannot understand on his own because of the unwritten rules of behavior and communication.This program innovates with an easy-to-use interactive e-learning educational tollkit to offer awareness and use by experts and those interested in the importance of these teaching skills as an easily accessible tool for everyone. The toolkit (IO1) will be shared through the project learning portal (IO6), together with the educational materials / methods that make it up (IO4). The ultimate goal is to identify both changes in leisure habits as well as the relationship between mental health and self-esteem. The portal will be a meeting place for professionals and academics for discussion (as there will be a forum section), exchange of views and use of educational tools. The portal will also be available as an OER to those interested. A dissemination strategy for all deliverables (IO5) has been designed for all the intellectual outputs. Finally, a policy report (IO7) will be produced and promoted about the project's thematic work in the new social integration strategies of the European Union and its Member States.ΒibliographyAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.Educationand Training in Autism and Developmental Disabilities, 46, 514 –527.Garcia-Villamisar, D., & Dattilo, J. (2011). Social and clinical effects of a leisure program on adultswith autism spectrum disorder. Spectrum Disorders, 5, 246 –253.McCarron, M. (2018). Clinical Corner: Leisure skills for adults with autism. Science in Autism Treatment, 15(2), 19-26.McCarron, M. (2018). Clinical Corner: Leisure skills for adults with autism. Science in Autism Treatment, 15(2), 19-26.O,Reilly,M.F.,Lancioni,,G,E,&Kierens,I.(2000) Teaching Leisure Social Skliss to Adultsa with Moderate Mental Retardation:An Analysis of Acquisition,Generalization, and Maintenance. Education and Training of Mental Retardation and Developmental Disabilities35(3),250

Well-treatment is at the heart of everyday life for people with disabilities but also at the practices of social work professionals and their initial and continuous training. Even though, Medias, professionals’ magazines and institutions often talk about this subject, it needs an in-depth study, by country, based upon recommendations, legal framework, national and international texts and tools. This can allow its implementation and a change of practices and positioning. In everyday life, the actors (accompanied people, professionals and students) are not always able to identify what really this notion of well-treatment involves.As partnerships for students and professionals’ training, the home for adults with cerebral palsy “La Baraudelle” located in Attigny, France and the regional institute for social work of Champagne-Ardenne “IRTS CA” located in Reims, France, shared this analysis and wished to work together for a better comprehension of this notion.A compared European approach was more obvious and represents a real opportunity to make those 3 actors work together. Their involvement was essential because in daily life, each of them experiments the well-treatment and so had an expert assessment.Discovering other functioning and realities can allow to question or re-question about our expectations, knowledge and practices and develop them. All of this, with a transnational approach allowing reinforcing our European identity.The aims were:-to share European’s analysis concerning well-treatment;-to identity the implementation of professionals’’ practices;-to identify possible development of practices and positioning;-to realise a book of good practices and recommendations;-to reinforce the knowledge about Europe and the feeling of European citizenship.In the 3 countries involved in the project (Portugal, France and Slovenia) a team composed of a specialised institution and social work school was formed to allow a real commitment between the 3 actors mentioned before. The main goal was to put people with disabilities in a central place. We wanted to work with them and not “for” them or to speak instead of them. So, the 6 institutions were a part of the project:-the home for adults with cerebral palsy “La Baraudelle” located in Attigny, France and the regional institute for social work of Champagne-Ardenne “IRTS CA” located in Reims, France;-the integrated centre for the support of disabled people “CIAD” and the superior institute in social work of Porto “ISSSP”, located in Porto, Portugal;-the university of social work “Univerza v Ljubljana” and the NGO “ALTRA” (community mental health services and programs for adults), located in Ljubljana, Slovenia.Each working work, for each country, 2 people with disabilities (intellectual and/or motor disabilities), 3 professionals (one of whom for the special needs of people with disabilities), 2 students and the leaders of each institutions were a part of the different work, which represent 27 people in total.The number of participants in these 3 categories, for the host country, increased during the working week, to finally get more than 150 people. The financial support by the Regional Council allows including 8 more people for the French team during the two trips to Europe.During the transnational meeting, we came up with a common architecture of the project. The different topics and also the aims of each week had been defined.The activities took place during 4 weeks in our 3 countries (2 of them in France) through training sequences, workshops, discovery of the different institutions, academic conferences, meetings with politics and cultural discovery.The results and impacts of the project for the participants are numerous:-meetings, previously unseen involvement and work between the 3 categories of actors (especially the active participation of people with disabilities);-European comparative look about well-treatment: laws, references, practices;-development of communicative and linguistic skills;-better knowledge of Europe: its countries and cultures;-creation and/or strengthening a network of partners;-adaptation of training content;-transfer of good practices;-positioning as European actors.The initial aims were achieved and even exceeded our expectations and also the values of social work were reaffirmed and translated into new commitments on a daily basis.The realisation of a “book” proposing an European comparative look will end this 36 months’ project but not the collaboration implemented by the different institutions involved.

Context/BackgroundAn increasing group of persons have challenges to enter and participate at the open labour market. Especially persons with a disability and having qualifications on a lower level, face a future without realistic chances of participating in the society by finding appropriate employment fitting to their qualifications and competencies. These challenges exist in many countries. It is therefore that service providers and educators of persons with a disability are looking for new strategies to create more chances in entering and participating in the labour market. Traditional employment strategies for students with a disability mainly focus on the individual student with a disability. Strategies focusing on the added value for the employer are rarely used or neglected. The approach is that a new strategy, focusing on the added value for the employer, will increase the opportunities for students with a disability and low formal qualifications. This requires a paradigm shift.This new strategy of creating jobs that benefits employers, is called Inclusive Job Design. Inclusive Job Design is a comprehensive term for an employer-oriented method to create sustainable employment for persons with disabilities whose chances of competitive employment are limited, especially for those who have a low level of qualification and limited competences. The method of Inclusive Job Design implies the re-designing of work processes, analyzing and splitting the job-activities of existing jobs in various levels of complexity. The aim of this method is to create a positive business case for the employer and in the same time to create inclusive employment opportunities for the student with a disability. ObjectivesThe project aim was to enlarge the sustainable employment opportunities in the open labour market for VET students with a disability by: •building up the capacity of those organisation’s providing employment services by implementing the methodology of Inclusive Job Design. •building up specific competencies of VET providers (e.g. employment specialists) working with VET students with disabilities.The expected results in the project were: •To develop and to test a curriculum for VET providers based on the Inclusive Job Design concept. •To create sustainable partnerships between VET Providers and Employers. •To increase the knowledge of project partners about Inclusive Job Design, Corporate Social Responsibility and Inclusive Employment strategies for students with a disability. •To increase the competences of the project partners to apply the Inclusive Job Design-Methodology. •To increase the number of successful and sustainable placement opportunities for VET students with a disability into the labour market (by using the Inclusive Job Design method). In order to achieve the expected results, 4 Intellectual Outputs were produced, tested and finalised. IO1. Self-Assessment Instrument With this self-assessment tool, organisations are able to identify strengths and issues for improvement that are considered to be key factors for implementing the methodology of Inclusive Job Design. IO2. Curriculum for employment specialists The curriculum is an education and training program for implementing Inclusive Job Design methodology. It also includes examples of good practices. The curriculum is meant for employment specialists who facilitate and support the job finding process. IO3. Manual for employment specialists The manual consists of guidelines for applying the methodology of Inclusive Job Design. The manual is meant for supporting VET providers in applying the methodology of Inclusive Job Design for supporting companies to increase their efficiency and to create sustainable employment for students with a disability. IO4. Guidelines and recommendations for VET providers The guidelines for VET providers is a descriptive study on feasibility of implementing Inclusive Job Design. It describes barriers and facilitators of implementing the Inclusive Job Design methodology in the countries of the project partners.Profile of the participantsIn the project we worked with 2 expert partners and 7 VET providers. The experts were selected for their expertise and experiences in building up competences and applying the method of Inclusive Job Design. Both partners had successful experiences in international projects and they have skills and competences to develop information, learning and training materials in an international context and they had experiences in evaluating both processes and results.As for the VET partners, these were employment specialists of the VET provider, working with VET students in a dis-advanced position. Example of employees involved are: apprenticeship trainers, vocational rehabilitation specialists, labour office employment specialists, trainers of jobseekers.From each VET provider, 2 staff members of each of these partners participated in the project.Results, impact and longer term benefitsReflecting on the expected results, all intellectual outputs(including the curriculum for VET providers) have been developed and tested. These outputs are posted on the project website in all languages of project partners. Knowledge and competences of the project partners are increased. Also sustainable partnerships between VET providers and employers and successful and sustainable placement opportunities have been increased. The achievement of placement opportunities is still low. The Covid-19 pandemic and its International, National and Local measures of restriction, has limited impact on this objective. Initiatives to build up capacity outside the partnership have been started up in Austria and Norway after removing the restrictions. This is later than planned and will take place after the project now the Covid-19 restrictions are less.Evaluation shows that the project has had significant impact on creating awareness and, though no goal at itself in the project, a limited impact on the actual placement of VET students with a disability. The majority of the participants stated in the closing meeting that, because of participating in the project, they are more focused on creating added value for employers as the starting point as a starting point their employement activities. The results of this evaluation are posted on the project website under 7.10.