<< Background >>Schools have closed their doors during the COVID-19 pandemic. This situation has affected all: students, schools, educators, and families grappled with the reality of transitioning to distance learning platforms. One of the challenges that has emerged is the difficulty of distance learning for CHILDREN WITH LEARNING DISABILITIES. Their learning difficulties are caused, among others, by METACOGNITIVE DEFICIENCIES (i.e. areas of planning, control, self-reflection, etc.). Metacognitive skills begin to develop in early childhood, but become more sophisticated and academically focused as a result of formal education. Elements of metacognitive thinking, such as knowledge, monitoring, control, can be seen in pre-school age children. However, it is not until children around 10 years of age that an increase in the quality of metacognitive skills can be observed. This is why we are focusing on the target population of older school age children, primarily 11-15 years old, with learning disabilities and/or Autism Spectrum Disorder (average intellect, common education).Evidence (Giovazolias, & Kourkoutas, 2015) shows that teachers can effectivelly assist students with learning difficulties, when they are adequatelly guided and supported by well-trained school counsellors. Hence, the need for more holistic and systemic school-based interventions for children with learning disabilities, as well as specialized assistance for teachers is advocated by many authors. There is a strong emphasis on INCLUSIVE EDUCATION issues (Giovazolias, & Kourkoutas, ibid). The final conclusion is that school counsellors have a critical role to play in supporting teachers helping their children with special educational needs avoiding school exclusion and further mental health problems.Systematic TRAINING IN METACOGNITIVE STRATEGIES AND especially PROSPECTIVE MEMORY can greatly help children with learning disabilities and/or ASD in school performance. Expanding training tools for metacognitive distance or self-training would allow for regularity and availability even for children who do not have the possibility of attending regular therapies. The aim of the project is therefore not only the creation and evaluation of such a training tool for PROSPECTIVE MEMORY and METACOGNITIVE TRAINING but also to obtain a psychodidactic framework to practice appropriate metacognitive strategies.for special educators, methodologists, and even parents.In cooperation with schools, school cousellors and other organizations supporting children with learning disabilities and/or ASD the possibility will be promoted to be involved in minimally 10 weeks training of prospective memory and metacognitive training. After the evaluation of the training not only the children, but also their families will receive feedback and information about the possibilities and the benefits of continuous prospective memory training.<< Objectives >>The main objective of the project is to develop a tool for PROSPECTIVE MEMORY and METACOGNITIVE TRAINING, particularly for the group of children with learning disabilities and/or Autism Spectrum Disorder (ASD). This tool can be used by children and their families and trained special pedagogs and school counsellors.Next to the main objective of developing a tool, the other project's objectives are:the PRACTICAL VERIFICATION of a metacognitive-training intervention in children with ASD or learning disabilities; the DEVELOPEMENT of a distant form of supportive rehabilitation of prospective memory; BROADENING OF THE POSSIBILITIES of intervention activities for children with ASD and/or learning disabilities.A final project aim is to EXPEND THE SCIENTIFIC RESEARCH and KNOWLEDGE about the topic of metacognitive rehabilitation and prospective memory training. Preparation of the research monograph will therefore be the next project objective. Planned SCIENTIFIC CONTRIBUTION of the project: adding knowledge to current research on the construct of prospective memory; complete prospective memory research on Autism Spectrum Disorders and learning disabilities; expanding insight into the role of prospective memory and executive function in the development of metacognitive skills; developing methods for the training of prospective memory and metacognition.The project will involve inter-institutional partnership/cooperation in the field of education, psychology and training of cognitive and executive functions.<< Implementation >>We will create an Prospective Memory and Metacognitive Training Toolkit Remember To Remember. The development of an training and educational program is a multi-step creative process of the collaboration of experts from several fields of study.On the basis of scientific interest in the topic, a team from all participating universities will prepare the Research monographs – the specialist publications dealing with the topic of Prospective Memory and Metacognitive Training in the form of a book. ACTIVITIESCreating of a Prospective memory and Metacognitive Training Toolkit and Research Monograph will include an analysis of these concepts in relation to learning disabilities and/or Autism Spectrum Disorder and the skills that are the target content of the training tool.This analysis will be discussed with experts on inclusive education, psychologists, special pedagogs and NGOs supporting families with disabled children. Based on the analysis, several designs of the training tasks will be created, including methodical giude for users, playing cards for training and a training software (a computerized tasks for prospective memory training). The training progam will be prepared in multi-step iterations and the impact on the target group will be continuously verified. Upon completion the tasks for training, software will be programmed, tools and graphics will be produced, and availability of the program for users will be tested in the Czech Republic (pre/post test evaluation design).Then we will share the training tool and methodical guide among all partners. As a part of the transnational meeting in Ghent we will organise an workshop with Training Tool performance and training for partners and experts (teachers, counsellors). After this all partners can prepare national versions of the Training Tool. As soon as developing phase is over we will start to implement it into practice and check the results. We will introduce the programme to the school counselor offices and schools we cooperate with (in form of webinar). There will be at least 20 school children with learning disabilities and/or Autism Spectrum Disorder per each country involved in a testing phase (80 children in total). Finally, the training is piloted with the target group of children, the impact on their metacognitive skills will be verified. The qualitative evaluation methodology will be prepared by VSB – Technical University of Ostrava in cooperation with the University of Iceland and the University of Bielsko Biala. When the testing phase is over we will do the final correction of the programme and prepare the methodological part of the Training Tool – final methodology and manual for teachers and counsellors. We will also organize a final dissemination conference in each participating country for counsullers, teachers and parents of children with learning disabilities and/or ASD that are not a part of this project to introduce a program to them.<< Results >>All the participating countries will bring about results at the following two levels:TANGIBLE project results:The project team will create the complex methodology of the Prospective Memory and Metacognitive Training (under the title Remember To Remember) that, at the end of the project, could be used by childen with learning disabilities, children with ASD and their families and educators. The specific method will be introduced first to experts (special pedagogs, school counsellors and experts in the field of educational psychology and inclusive education) in the testing phase (staff training activity) and then we will organize an online workshop for special educators and school counsellors, that haven´t been involved in the project so far, to introduce the programme to them.The material will be in English, but after the testing phase, it will be translated and used by any user in all involved countries. This innovative and attractive tool will represent a new approach to better support children with disabilities and the development of their key metacognitive competencies.On the basis of scientific interest in the topic, a team from all participating universities will prepare the Research monographs – the specialist publications dealing with the topic of Prospective Memory and Metacognitive Training in the form of a book. INTANGIBLE project results:All the project activities have one aim in common – i.e. the development of metacognitive competencies based on prospective memory among children with learning disabilities and/or Autism Spectrum Disorder.The Prospective Memory and Metacognitive Training will be based on: training of a specific cognitive deficit (training certain domains of cognitive function); training prospective memory in relation to daily life activities; metacognitive training aiming at self-regulation and self-monitoring.The results will contribute to increase in: quality of life of children and their families - both subjectively and objectively; psychological well-being of the children; coordination abilities, in ranking multiple activities and planning day-to-day activities; supporting family education - motivation for training at home, doing homeworks.