"""Isolated and labeled"" often as ""different"", young people with learning difficulties and autistic people risk being excluded from society. An exclusion where an important determinant is given by the absence of work. And especially for those who live in hardship and disability, work is not only a vehicle of economic independence but also a tool for realizing oneself as ""active people"", inserted in a community, its absence a vector of isolation. WeAR (We Are Reality) aims to support the social and work inclusion of young people with learning difficulties (DSA) and autistic young people (17-29 years) through the improvement of training and mentoring methods in WBL, in specific paths VET oriented to job placement with the involvement of various subjects: trainers, educators, companies, young people from organizations from 3 countries: Italy Germany Portugal.Specifically, the project involves the design and implementation of a job placement module for young autistic and young people with learning difficulties which provides a classroom path and a 3 months WBL (IO1 Module PIL). The classroom path will be characterized by empowered approaches, transfer of skills through the use of experimental tools that will be designed and developed during WeAR and which represent some of the innovative elements of the project: augmented reality application for the acquisition of procedures to operate in safety (IO2) and an escape room for didactic use for the enhancement of transversal skills (IO3).The real challenge of WeAR will also be to propose a path by investing in the relationship between two very specific targets sharing the learning difficulties, autistic and young people with learning difficulties, contrary to the tendency to keep the first ""blocks"". Another innovation is in theinvolvement of the target in a path oriented purely to job insertion that uses a methodological syncretism including the TEACH approach and the task analysis created to facilitate the acquisition of knowledge and skills in autism, which instead are adapted for both groups of young people, an empowerment approach with a job orientation, practical experiments also in simul-business environments, approaches to support co-working.The job placement module will be tested during the WeAR course with the involvement of 10 young people in each territory (Tot 30) and 10 VET trainers / educators (tot 30) who will be involved in a training course for trainers characterized by 2 learning activities, training on site and reinforcement via webinar.A kit (IO4) for multidimensional assessment of VET pathways aimed at facilitating job placement for young people with disabilities (in particular autistic people and young people with learning difficulties) designed, tested and validated during the project will allow to detect the real impact of the experimentation. The Kit (which will also make use of IT tools) will allow you to verify the change initiated by the young person himself and the impact of the experience on a series of dimensions relating to the young person and to all those actors without the involvement of which the insertion and the inclusion of our target would not be possible: families, businesses, institutes and training agencies.Other tangible results of the project: Training booklet for trainers on methodologies to support the job placement of young people with learning difficulties and autistic young people, Operating instructions for the use of augmented reality applications, Operating instructions for the design and preparation of an educational Escape room (multilingual), The history of WeAR: final project report, Dissemination and diffusion report, WeAR the short: the story told with videos and images.Among the main impacts: insertion of the work placement module into the system by the organizations involved (in particular LARISO, IB, ATC) as a proposal for young autistic people and young with learning difficulties; use of the job insertion form within the training courses intended for young people in general by other VET agencies in the 3 territories; use of escape rooms, augmented reality and evaluation kits by VET agencies and institutions of the territories involved beyond the conclusion of the project; greater awareness of the communities of at least the 3 nations involved, compared to the possibility of job placement of young people with difficulties.The invitation to Multiplier events of representatives of VET agencies from other countries will contribute to the dissemination of results also in other territories and to greater sustainability and transferability."

"AWARD Autistic World A Real Dimension was born from the awareness that, although in most member states there is evidence of the inclusion of young people with disabilities in education and employment inclusion measures, people with autism often remain excluded. This is due not only to a widespread lack of awareness about the characteristics of autism and the needs of autistic but also to the limited adequacy of the VET world concerning their learning difficulties and the lack of specialized training of teachers, trainers and business tutors. This problem is particularly felt in the countries involved in the AWARD project: Sardinia (Italy), Romania and Germany. In Sardinia, young people with autism attend high school, some of them obtain a diploma, others only a certificate of attendance. For most of them, the end of the school cycle represents the end of a daily commitment and a real, at least formal, inclusion. In Romania the involvement in school is difficult because there is a lack of skills to involve autistic people, the same problem is experienced in the VET system. In Germany, the involvement of autistic people is very high but in differential contexts (i.e., in situations or classes dedicated only to them) and the concept of inclusion in work contexts with neurotypical people is still not widespread. The priority needs to which the project wanted to respond is to allow young people with autism to live a dignified life and aspire to work, as enshrined in the Italian Constitution. To do this, it is necessary to share strategies of education and training for work adapted to the peculiarities of learning, sensitizing the work environment and society so that they become formative and inclusive entities. AWARD has worked to build a new training system in the field of VET, to support job placement by directly involving all stakeholders in the process: trainers, educators, business tutors and young people with autism. The project has seen the development of a model of training trainers (IO1) that is based on psycho-educational skills and methodologies of working alongside the autistic person useful to operate as a ""job coach"". The model also involved company tutors, providing specific training so that inclusion was effective. The project also provided for the development of a model of job placement for people with autism (IO2) that is based on a close connection between training and work activity. The training took place in a classroom setting of pseudoenterprise and was designed to acquire exactly the specific skills required by the young person in training. To support the VET training were developed other tools to enhance the acquisition of specific and transversal skills, namely, a video-modeling system used by trainers, tutors and trainees themselves consisting of shootings made by them with their cell phones. As final products, a short film (IO3) was created to raise awareness of the new training system among schools, families and companies, and a real educational game (IO4), created in the context of the German Game Museum, in Chemnitz. The targets of the project were: VET trainers and teachers (30), business tutors, and young people with autism aged 17 to 29 years engaged in VET or out of school, who were brought back to a VET training system. AWARD has also provided a learning activity for a group of teachers to share the working model developed, a pilot course (3 months in the classroom and 6 months of training) during which 15 autistic people in each country have been supported by teachers trained according to the new model. The pilot experience has allowed validating the AWARD model. Several multiplier events were organized to disseminate the intellectual products and results obtained. Among the results: establishment of a first group of a new class of trainers who can act as a link between autism and the world of work in the 3 nations involved; free availability of a ""training package"" for trainers and business tutors from any nation interested in assisting young autistic people to enter the world of work; 30 teachers who have enhanced their skills to support the job placement of autistic people; activation of an initial nucleus of collaboration made up of organizations from different economic sectors and nations able to continue to give added value as nodes in key networks; greater awareness of the autism issue; promotion and dissemination of real opportunities for job placement for autistic people; cultural growth of the partners."