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Summer Trainign for Young Patient Advocates. 

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Summer Trainign for Young Patient Advocates. 

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An advocay training programme for people with long term illness. It has always been mixed digital and face to face - but now we are in full digital mode.

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What is it?
The Summer Training Course for Young Patients Advocates (STYPA) - Leadership Programme is an exciting and unique opportunity offering a tailored high-quality training to young patient advocates or representatives, who have the motivation to learn more about advocacy and maximise their leadership potentials in a real environment. Our vision for STYPA is to create a platform where young patient advocates would empower, inspire, and learn from each other on an annual basis.
What is the topic?
This year's topic will once again look at how patient advocacy is evolving and facing emerging challenges and opportunities, and the importance of keeping a strong ethical approach. Young patients' voices are increasingly heard by regulatory bodies such as EMA, industry, HTA bodies, and policy makers, to ensure that their perspective is not missed to inform the decision-making process. As usual, these opportunities raise questions around the representativeness of those bringing the patient perspective, their potential conflict of interest or risk of bias depending on the role patient advocates play in which context. Through the training course, EPF will raise awareness among the new generation of young patient advocates on current challenges, obstacles, opportunities and will share good practises for ethical patient advocacy in complex environments.
Where and when?
The training is divided in three phases:

1) Online Introduction (May - June), consisting of two webinars and some individual work up to one hour per week.

2) F ace to face training: the training course will be held in Vienna, Austria from Sunday 5 July (evening) through Wednesday 8 July (afternoon) 20 20.

3) Online mentoring and team project development (July - October): during this phase the trainers will split participants in teams.

Trainers will provide teams with both collective and individual guidance and support, in terms of their potential leadership capacities and/or specific advocacy issues they may have. At the end of the programme, trainers will organise a final closing virtual event (October 2020) and nominate the team that has most advanced on the tasks and integrated the learnings of the training course.

Participants must be able to attend the entire training course programme consisting in the three phases.
Who should apply?
All applicants must be:

Young patients with a chronic and/or lifelong illness/condition who is affiliated with a patient organisation,

Young patients with a chronic and/or lifelong illness/condition who is not affiliated with a patient organisation,

Young employees or volunteers of a patient organisation,

Alternatively, a family member/carer of a young patient with a chronic and/or lifelong illness/condition can attend the training if he/she accompanies a young advocate and is at the same time an active patient advocate.

18 - 30 years of age

From and/or living in Europe.

Read the full advocacy code of conduct drafted by some of the participants in 2019.

We will welcome applications from those who participated in the 2018 and 2019 edition and are motivated to continue their leadership training and development with us!
How to apply?
Please fill in your application via this link.

Applications will be accepted until midnight on 1 March 20 . After 1 March, no applications will be accepted or considered!

All accepted applicants will be notified by 30 March 20 at the latest.
Please note: travel and accommodation costs will be covered by EPF.
If you have any additional questions or troubles with your application, please contact EPF Secretariat member Borislava Ananieva (borislava.ananieva@eu-patient.eu).

Good luck!

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STYPA 2020 - Shaping The Future of Patient Advocacy

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What is it? The Summer Training Course for Young Patients Advocates (STYPA) - Leadership Programme is an exciting and unique opportunity offering a tailored high-quality training to young patient advocates or representatives, who have the motivation to learn more about advocacy and maximise their leadership potentials in a real environment.

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The european project AMEDY (Active Media Education for Disabled Youth) deals with the challenges of the digital world for young people with developmental disabilities and with the requirements of the professionals working with this target group. The project is funded by Erasmus+ and is carried out by the german project coordinator Stiftung Digitale Chancen together with partner organisations UC Leuven-Limburg from Belgium and IASIS NGO from Greece.

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The european project AMEDY (Active Media Education for Disabled Youth) deals with the challenges of the digital world for young people with developmental disabilities and with the requirements of the professionals working with this target group. The project is funded by Erasmus+ and is carried out by the german project coordinator Stiftung Digitale Chancen together with partner organisations UC Leuven-Limburg from Belgium and IASIS NGO from Greece.

Although young people with developmental disorders show high interest in digital technologies and use digital media intensively during socialisation, they are highly affected by cyber bullying and victimisation. For them, it is often difficult to take advantage of the opportunities offered by digital technologies, likewiese, they also need special support to cope adequately with the risks they might encounter while using them.

Therefore, the aim of the project is to support these children and youngsters to become well informed, empowered and media literate European citizens. As European society turns more digital, the project wants to counteract the digital divide. The focus is on a strength-oriented approach for the work with young people with regard to the digital chances and challenges concerning their personal and professional development and an active participation in society.

Building upon the results of the European project Digital Skills for You(th), which Stiftung Digitale Chancen carried out in cooperation with partner organisations in Czech Republic and Spain, the blended learning training offer developed for professionals working with socially and educationally disadvantaged young people shall now be adapted to the needs of the target group young people with developmental disabilities and be provided in four different languages (English, German, Greek, Dutch). Additionally, a Support Strategy Paper for all involved target groups will be developed that contains different strategies for supporting the young people as well as the professionals and their organisations. Also, a toolbox with awareness raising guidelines will be created.

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AMEDY - Active Media Education for Disabled Youth

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The european project AMEDY (Active Media Education for Disabled Youth) deals with the challenges of the digital world for young people with developmental disabilities and with the requirements of the professionals working with this target group.

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Abstract

Web Content Accessibility Guidelines (WCAG) 2.1 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities. These guidelines address accessibility of web content on desktops, laptops, tablets, and mobile devices. Following these guidelines will also often make Web content more usable to users in general.

WCAG 2.1 success criteria are written as testable statements that are not technology-specific. Guidance about satisfying the success criteria in specific technologies, as well as general information about interpreting the success criteria, is provided in separate documents. See Web Content Accessibility Guidelines (WCAG) Overview for an introduction and links to WCAG technical and educational material.

WCAG 2.1 extends Web Content Accessibility Guidelines 2.0 [], which was published as a W3C Recommendation December 2008. Content that conforms to WCAG 2.1 also conforms to WCAG 2.0. The WG intends that for policies requiring conformance to WCAG 2.0, WCAG 2.1 can provide an alternate means of conformance. The publication of WCAG 2.1 does not deprecate or supersede WCAG 2.0. While WCAG 2.0 remains a W3C Recommendation, the W3C advises the use of WCAG 2.1 to maximize future applicability of accessibility efforts. The W3C also encourages use of the most current version of WCAG when developing or updating Web accessibility policies.

Status of This Document
This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in theW3C technical reports index at https://www.w3.org/TR/.
This is a Recommendation of WCAG 2.1 by the Accessibility Guidelines Working Group. This incorporates errata and are described in the change log. At some point additional changes might be incorporated into an Edited or Amended Recommendation.

To comment, file an issue in the W3C WCAG GitHub repository. Although the proposed Success Criteria in this document reference issues tracking discussion, the Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to public-agwg-comments@w3.org ( comment archive).

This document was published by the Accessibility Guidelines Working Group as a Recommendation using the Recommendation track.

W3C recommends the wide deployment of this specification as a standard for the Web.

A W3C Recommendation is a specification that, after extensive consensus-building, is endorsed by W3C and its Members, and has commitments from Working Group members to royalty-free licensing for implementations.

This document was produced by a group operating under the 1 August 2017 W3C Patent Policy. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.

This document is governed by the 12 June 2023 W3C Process Document.

This section is non-normative.

Web Content Accessibility Guidelines (WCAG) 2.1 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.1 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.1 builds on WCAG 2.0 [], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

The individuals and organizations that use WCAG vary widely and include Web designers and developers, policy makers, purchasing agents, teachers, and students. In order to meet the varying needs of this audience, several layers of guidance are provided including overall principles, general guidelines, testable success criteria and a rich collection of sufficient techniques, advisory techniques, and documented common failures with examples, resource links and code.

Principles - At the top are four principles that provide the foundation for Web accessibility: perceivable, operable, understandable, and robust. See also Understanding the Four Principles of Accessibility.

Guidelines - Under the principles are guidelines. The 13 guidelines provide the basic goals that authors should work toward in order to make content more accessible to users with different disabilities. The guidelines are not testable, but provide the framework and overall objectives to help authors understand the success criteria and better implement the techniques.

Success Criteria - For each guideline, testable success criteria are provided to allow WCAG 2.1 to be used where requirements and conformance testing are necessary such as in design specification, purchasing, regulation, and contractual agreements. In order to meet the needs of different groups and different situations, three levels of conformance are defined: A (lowest), AA, and AAA (highest). Additional information on WCAG levels can be found in Understanding Levels of Conformance.

Sufficient and Advisory Techniques - For each of the guidelines and success criteria in the WCAG 2.1 document itself, the working group has also documented a wide variety of techniques. The techniques are informative and fall into two categories: those that are sufficient for meeting the success criteria and those that are advisory. The advisory techniques go beyond what is required by the individual success criteria and allow authors to better address the guidelines. Some advisory techniques address accessibility barriers that are not covered by the testable success criteria. Where common failures are known, these are also documented. See also Sufficient and Advisory Techniques in Understanding WCAG 2.1.

All of these layers of guidance (principles, guidelines, success criteria, and sufficient and advisory techniques) work together to provide guidance on how to make content more accessible. Authors are encouraged to view and apply all layers that they are able to, including the advisory techniques, in order to best address the needs of the widest possible range of users.

Note that even content that conforms at the highest level (AAA) will not be accessible to individuals with all types, degrees, or combinations of disability, particularly in the cognitive language and learning areas. Authors are encouraged to consider the full range of techniques, including the advisory techniques, as well as to seek relevant advice about current best practice to ensure that Web content is accessible, as far as possible, to this community. Metadata may assist users in finding content most suitable for their needs.

The WCAG 2.1 document is designed to meet the needs of those who need a stable, referenceable technical standard. Other documents, called supporting documents, are based on the WCAG 2.1 document and address other important purposes, including the ability to be updated to describe how WCAG would be applied with new technologies. Supporting documents include:

1. How to Meet WCAG 2.1 - A customizable quick reference to WCAG 2.1 that includes all of the guidelines, success criteria, and techniques for authors to use as they are developing and evaluating Web content. This includes content from WCAG 2.0 and WCAG 2.1 and can be filtered in many ways to help authors focus on relevant content.

2. Understanding WCAG 2.1 - A guide to understanding and implementing WCAG 2.1. There is a short "Understanding" document for each guideline and success criterion in WCAG 2.1 as well as key topics.

3. Techniques for WCAG 2.1 - A collection of techniques and common failures, each in a separate document that includes a description, examples, code and tests.

4. The WCAG Documents - A diagram and description of how the technical documents are related and linked.

See Web Content Accessibility Guidelines (WCAG) Overview for a description of the WCAG 2.1 supporting material, including education resources related to WCAG 2. Additional resources covering topics such as the business case for Web accessibility, planning implementation to improve the accessibility of Web sites, and accessibility policies are listed in WAI Resources.

WCAG 2.1 meets a set of requirements for WCAG 2.1 which, in turn, inherit requirements from WCAG 2.0. Requirements structure the overall framework of guidelines and ensure backwards compatibility. The Working Group also used a less formal set of acceptance criteria for success criteria, to help ensure success criteria are similar in style and quality to those in WCAG 2.0. These requirements constrained what could be included in WCAG 2.1. This constraint was important to preserve its nature as a dot-release of WCAG 2.

WCAG 2.1 was initiated with the goal to improve accessibility guidance for three major groups: users with cognitive or learning disabilities, users with low vision, and users with disabilities on mobile devices. Many ways to meet these needs were proposed and evaluated, and a set of these were refined by the Working Group. Structural requirements inherited from WCAG 2.0, clarity and impact of proposals, and timeline led to the final set of success criteria included in this version. The Working Group considers that WCAG 2.1 incrementally advances web content accessibility guidance for all these areas, but underscores that not all user needs are met by these guidelines.

WCAG 2.1 builds on and is backwards compatible with WCAG 2.0, meaning web pages that conform to WCAG 2.1 also conform to WCAG 2.0. Authors that are required by policy to conform with WCAG 2.0 will be able to update content to WCAG 2.1 without losing conformance with WCAG 2.0. Authors following both sets of guidelines should be aware of the following differences:

WCAG 2.1 extends WCAG 2.0 by adding new success criteria, definitions to support them, guidelines to organize the additions, and a couple additions to the conformance section. This additive approach helps to make it clear that sites which conform to WCAG 2.1 also conform to WCAG 2.0, thereby meeting conformance obligations that are specific to WCAG 2.0. The Accessibility Guidelines Working Group recommends that sites adopt WCAG 2.1 as their new conformance target, even if formal obligations mention WCAG 2.0, to provide improved accessibility and to anticipate future policy changes.

The following Success Criteria are new in WCAG 2.1:

The new success criteria may reference new terms that have also been added to the glossary and form part of the normative requirements of the success criteria.

In the Conformance section, a third note about page variants has been added to Full Pages, and an option for machine-readable metadata added to Optional Components of a Conformance Claim.

In order to avoid confusion for implementers for whom backwards compatibility to WCAG 2.0 is important, new success criteria in WCAG 2.1 have been appended to the end of the set of success criteria within their guideline. This avoids the need to change the section number of success criteria from WCAG 2.0, which would be caused by inserting new success criteria between existing success criteria in the guideline, but it means success criteria in each guideline are no longer grouped by conformance level. The order of success criteria within each guideline does not imply information about conformance level; only the conformance level indicator (A / AA / AAA) on the success criterion itself indicates this. The WCAG 2.1 Quick Reference provides ways to view success criteria grouped by conformance level, along with many other filter and sort options.

WCAG 2.1 uses the same conformance model as WCAG 2.0 with a couple additions, which is described in the Conformance section. It is intended that sites that conform to WCAG 2.1 also conform to WCAG 2.0, which means they meet the requirements of any policies that reference WCAG 2.0, while also better meeting the needs of users on the current Web.

In parallel with WCAG 2.1, the Accessibility Guidelines Working Group is developing another major version of accessibility guidelines. The result of this work is expected to be a more substantial restructuring of web accessibility guidance than would be realistic for dot-releases of WCAG 2. The work follows a research-focused, user-centered design methodology to produce the most effective and flexible outcome, including the roles of content authoring, user agent support, and authoring tool support. This is a multi-year effort, so WCAG 2.1 is needed as an interim measure to provide updated web accessibility guidance to reflect changes on the web since the publication of WCAG 2.0. The Working Group might also develop additional interim versions, continuing with WCAG 2.2, on a similar short timeline to provide additional support while the major version is completed.

This section lists requirements for conformance to WCAG 2.1. It also gives information about how to make conformance claims, which are optional. Finally, it describes what it means to be accessibility supported, since only accessibility-supported ways of using technologies can be relied upon for conformance. Understanding Conformance includes further explanation of the accessibility-supported concept.

The main content of WCAG 2.1 is normative and defines requirements that impact conformance claims. Introductory material, appendices, sections marked as "non-normative", diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.

The key words MAY, MUST, MUST NOT, NOT RECOMMENDED, RECOMMENDED, SHOULD, and SHOULD NOT are to be interpreted as described in [].

In order for a Web page to conform to WCAG 2.1, all of the following conformance requirements must be satisfied:

One of the following levels of conformance is met in full.

For Level A conformance (the minimum level of conformance), the Web page satisfies all the Level A Success Criteria, or a conforming alternate version is provided.

For Level AA conformance, the Web page satisfies all the Level A and Level AA Success Criteria, or a Level AA conforming alternate version is provided.

For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level AAA Success Criteria, or a Level AAA conforming alternate version is provided.

Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded.

When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)

An online store has a series of pages that are used to select and purchase products. All pages in the series from start to finish (checkout) conform in order for any page that is part of the process to conform.

1. when any technology that is not relied upon is turned on in a user agent,

2. when any technology that is not relied upon is turned off in a user agent, and

3. when any technology that is not relied upon is not supported by a user agent

In addition, the following success criteria apply to all content on the page, including content that is not otherwise relied upon to meet conformance, because failure to meet them could interfere with any use of the page:

1.4.2 - Audio Control,

2.1.2 - No Keyboard Trap,

2.3.1 - Three Flashes or Below Threshold, and

2.2.2 - Pause, Stop, Hide.

For more information, including examples, see Understanding Conformance Requirements.

Conformance is defined only for Web pages. However, a conformance claim may be made to cover one page, a series of pages, or multiple related Web pages.

Conformance claims are not required. Authors can conform to WCAG 2.1 without making a claim. However, if a conformance claim is made, then the conformance claim must include the following information:

1. Date of the claim

2. Guidelines title, version and URI "Web Content Accessibility Guidelines 2.1 at https://www.w3.org/TR/WCAG21/"

3. Conformance level satisfied: (Level A, AA or AAA)

4. A concise description of the Web pages, such as a list of URIs for which the claim is made, including whether subdomains are included in the claim.

The Web pages may be described by list or by an expression that describes all of the URIs included in the claim.

Web-based products that do not have a URI prior to installation on the customer's Web site may have a statement that the product would conform when installed.

5. A list of the Web content technologies relied upon.

In addition to the required components of a conformance claim above, consider providing additional information to assist users. Recommended additional information includes:

A list of success criteria beyond the level of conformance claimed that have been met. This information should be provided in a form that users can use, preferably machine-readable metadata.

A list of the specific technologies that are " used but not relied upon."

A list of user agents, including assistive technologies that were used to test the content.

A list of specific accessibility characteristics of the content, provided in machine-readable metadata.

Information about any additional steps taken that go beyond the success criteria to enhance accessibility.

A machine-readable metadata version of the list of specific technologies that are relied upon.

A machine-readable metadata version of the conformance claim.

Sometimes, Web pages are created that will later have additional content added to them. For example, an email program, a blog, an article that allows users to add comments, or applications supporting user-contributed content. Another example would be a page, such as a portal or news site, composed of content aggregated from multiple contributors, or sites that automatically insert content from other sources over time, such as when advertisements are inserted dynamically.

In these cases, it is not possible to know at the time of original posting what the uncontrolled content of the pages will be. It is important to note that the uncontrolled content can affect the accessibility of the controlled content as well. Two options are available:

1. A determination of conformance can be made based on best knowledge. If a page of this type is monitored and repaired (non-conforming content is removed or brought into conformance) within two business days, then a determination or claim of conformance can be made since, except for errors in externally contributed content which are corrected or removed when encountered, the page conforms. No conformance claim can be made if it is not possible to monitor or correct non-conforming content;
OR

2. A "statement of partial conformance" may be made that the page does not conform, but could conform if certain parts were removed. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.1 at level X if the following parts from uncontrolled sources were removed." In addition, the following would also be true of uncontrolled content that is described in the statement of partial conformance:

1. It is not content that is under the author's control.

2. It is described in a way that users can identify (e.g., they cannot be described as "all parts that we do not control" unless they are clearly marked as such.)

A "statement of partial conformance due to language" may be made when the page does not conform, but would conform if accessibility support existed for (all of) the language(s) used on the page. The form of that statement would be, "This page does not conform, but would conform to WCAG 2.1 at level X if accessibility support existed for the following language(s):"

abbreviation

shortened form of a word, phrase, or name where the abbreviation has not become part of the language

1. initialisms are shortened forms of a name or phrase made from the initial letters of words or syllables contained in that name or phrase

Not defined in all languages.

SNCF is a French initialism that contains the initial letters of the Société Nationale des Chemins de Fer, the French national railroad.

ESP is an initialism for extrasensory perception.

2. acronyms are abbreviated forms made from the initial letters or parts of other words (in a name or phrase) which may be pronounced as a word

NOAA is an acronym made from the initial letters of the National Oceanic and Atmospheric Administration in the United States.

accessibility supported

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

To qualify as an accessibility-supported use of a Web content technology (or feature of a technology), both 1 and 2 must be satisfied for a Web content technology (or feature):

1. The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability with users' assistive technology in the human language(s) of the content,
AND

2. The Web content technology must have accessibility-supported user agents that are available to users. This means that at least one of the following four statements is true:

1. The technology is supported natively in widely-distributed user agents that are also accessibility supported (such as HTML and CSS);
OR

2. The technology is supported in a widely-distributed plug-in that is also accessibility supported;
OR

3. The content is available in a closed environment, such as a university or corporate network, where the user agent required by the technology and used by the organization is also accessibility supported;
OR

4. The user agent(s) that support the technology are accessibility supported and are available for download or purchase in a way that:

does not cost a person with a disability any more than a person without a disability and

is as easy to find and obtain for a person with a disability as it is for a person without disabilities.

alternative for time-based media

ambiguous to users in general

picture created by a spatial arrangement of characters or glyphs (typically from the 95 printable characters defined by ASCII)

assistive technology (as used in this document)

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements of users with disabilities that go beyond those offered by mainstream user agents

screen magnifiers, and other visual reading assistants, which are used by people with visual, perceptual and physical print disabilities to change text font, size, spacing, color, synchronization with speech, etc. in order to improve the visual readability of rendered text and images;

screen readers, which are used by people who are blind to read textual information through synthesized speech or braille;

text-to-speech software, which is used by some people with cognitive, language, and learning disabilities to convert text into synthetic speech;

speech recognition software, which may be used by people who have some physical disabilities;

alternative keyboards, which are used by people with certain physical disabilities to simulate the keyboard (including alternate keyboards that use head pointers, single switches, sip/puff and other special input devices.);

alternative pointing devices, which are used by people with certain physical disabilities to simulate mouse pointing and button activations.

audio description

narration added to the soundtrack to describe important visual details that cannot be understood from the main soundtrack alone

a time-based presentation that contains only audio (no video and no interaction)

switch back and forth between two visual states in a way that is meant to draw attention

blocks of text

more than one sentence of text

initialism for "Completely Automated Public Turing test to tell Computers and Humans Apart"

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content

changes of context

major changes that, if made without user awareness, can disorient users who are not able to view the entire page simultaneously

Changes in context include changes of:

conformance

satisfying all the requirements of a given standard, guideline or specification

conforming alternate version

version that

1. conforms at the designated level, and

2. provides all of the same information and functionality in the same human language, and

3. is as up to date as the non-conforming content, and

4. for which at least one of the following is true:

1. the conforming version can be reached from the non-conforming page via an accessibility-supported mechanism, or

2. the non-conforming version can only be reached from the conforming version, or

3. the non-conforming version can only be reached from a conforming page that also provides a mechanism to reach the conforming version

See Understanding Conforming Alternate Versions

content (Web content)

context-sensitive help

contrast ratio

(L1 + 0.05) / (L2 + 0.05), where

correct reading sequence

any sequence where words and paragraphs are presented in an order that does not change the meaning of the content

visual angle of about 0.0213 degrees

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. This unit is density-independent, and distinct from actual hardware pixels present in a display. User agents and operating systems should ensure that a CSS pixel is set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [css3-values], which takes into account the physical dimensions of the display and the assumed viewing distance (factors that cannot be determined by content authors).

platform event that occurs when the trigger stimulus of a pointer is depressed

The down-event may have different names on different platforms, such as "touchstart" or "mousedown".

a sudden, unexpected situation or occurrence that requires immediate action to preserve health, safety, or property

if removed, would fundamentally change the information or functionality of the content, and information and functionality cannot be achieved in another way that would conform

extended audio description

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description

a pair of opposing changes in relative luminance that can cause seizures in some people if it is large enough and in the right frequency range

functionality

processes and outcomes achievable through user action

general flash and red flash thresholds

a flash or rapidly changing image sequence is below the threshold (i.e., content passes) if any of the following are true:

1. there are no more than three general flashes and / or no more than three red flashes within any one-second period; or

2. the combined area of flashes occurring concurrently occupies no more than a total of .006 steradians within any 10 degree visual field on the screen (25% of any 10 degree visual field on the screen) at typical viewing distance

where:

A general flash is defined as a pair of opposing changes in relative luminance of 10% or more of the maximum relative luminance (1.0) where the relative luminance of the darker image is below 0.80; and where "a pair of opposing changes" is an increase followed by a decrease, or a decrease followed by an increase, and

A red flash is defined as any pair of opposing transitions involving a saturated red

Exception: Flashing that is a fine, balanced, pattern such as white noise or an alternating checkerboard pattern with "squares" smaller than 0.1 degree (of visual field at typical viewing distance) on a side does not violate the thresholds.

The working definition (as of 2022) in the field for "pair of opposing transitions involving a saturated red" is a pair of opposing transitions where, one transition is either to or from a state with a value R/(R + G + B) that is greater than or equal to 0.8, and the difference between states is more than 0.2 (unitless) in the CIE 1976 UCS chromaticity diagram. [ISO_9241-391]

human language

language that is spoken, written or signed (through visual or tactile means) to communicate with humans

phrase whose meaning cannot be deduced from the meaning of the individual words and the specific words cannot be changed without losing the meaning

In Japanese, the phrase "さじを投げる" literally translates into "he throws a spoon," but it means that there is nothing he can do and finally he gives up.

In Dutch, "Hij ging met de kippen op stok" literally translates into "He went to roost with the chickens," but it means that he went to bed early.

image of text

text that has been rendered in a non-text form (e.g., an image) in order to achieve a particular visual effect

informative

for information purposes and not required for conformance

input error

information provided by the user that is not accepted

This includes:

1. Information that is required by the Web page but omitted by the user

2. Information that is provided by the user but that falls outside the required data format or values

keyboard interface

interface used by software to obtain keystroke input

A keyboard interface allows users to provide keystroke input to programs even if the native technology does not contain a keyboard.

A touchscreen PDA has a keyboard interface built into its operating system as well as a connector for external keyboards. Applications on the PDA can use the interface to obtain keyboard input either from an external keyboard or from other applications that provide simulated keyboard output, such as handwriting interpreters or speech-to-text applications with "keyboard emulation" functionality.

keyboard shortcut

alternative means of triggering an action by the pressing of one or more keys

large scale (text)

with at least 18 point or 14 point bold or font size that would yield equivalent size for Chinese, Japanese and Korean (CJK) fonts

legal commitments

link purpose

nature of the result obtained by activating a hyperlink

information captured from a real-world event and transmitted to the receiver with no more than a broadcast delay

lower secondary education level

the two or three year period of education that begins after completion of six years of school and ends nine years after the beginning of primary education

This definition is based on the International Standard Classification of Education [].

process or technique for achieving a result

media alternative for text

motion animation

text by which software can identify a component within Web content to the user

navigated in the order defined for advancing focus (from one element to the next) using a keyboard interface

non-text content

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language

required for conformance

on a full-screen window

stopped by user request and not resumed until requested by user

pointer input

input from a device that can target a specific coordinate (or set of coordinates) on a screen, such as a mouse, pen, or touch contact

prerecorded

information that is not live

presentation

rendering of the content in a form to be perceived by users

primary education level

six year time period that begins between the ages of five and seven, possibly without any previous education

This definition is based on the International Standard Classification of Education [].

series of user actions where each action is required in order to complete an activity

programmatically determined (programmatically determinable)

determined by software from author-supplied data provided in a way that different user agents, including assistive technologies, can extract and present this information to users in different modalities

programmatically determined link context

additional information that can be programmatically determined from relationships with a link, combined with the link text, and presented to users in different modalities

programmatically set

set by software using methods that are supported by user agents, including assistive technologies

pure decoration

serving only an aesthetic purpose, providing no information, and having no functionality

real-time event

event that a) occurs at the same time as the viewing and b) is not completely generated by the content

relationships

meaningful associations between distinct pieces of content

relative luminance

the relative brightness of any point in a colorspace, normalized to 0 for darkest black and 1 for lightest white

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as:

if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4

if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4

if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4

and RsRGB, GsRGB, and BsRGB are defined as:

The "^" character is the exponentiation operator. (Formula taken from [].)

relied upon (technologies that are)

the content would not conform if that technology is turned off or is not supported

same functionality

same relative order

satisfies a success criterion

the success criterion does not evaluate to 'false' when applied to the page

set of web pages

collection of web pages that share a common purpose and that are created by the same author, group or organization

Examples include:

a publication which is split across multiple Web pages, where each page contains one chapter or other significant section of the work. The publication is logically a single contiguous unit, and contains navigation features that enable access to the full set of pages.

an e-commerce website shows products in a set of Web pages that all share the same navigation and identification. However, when progressing to the checkout process, the template changes; the navigation and other elements are removed, so the pages in that process are functionally and visually different. The checkout pages are not part of the set of product pages.

a blog on a sub-domain (e.g. blog.example.com) which has a different navigation and is authored by a distinct set of people from the pages on the primary domain (example.com).

sign language

a language using combinations of movements of the hands and arms, facial expressions, or body positions to convey meaning

sign language interpretation

translation of one language, generally a spoken language, into a sign language

single pointer

pointer input that operates with one point of contact with the screen, including single taps and clicks, double-taps and clicks, long presses, and path-based gestures

specific sensory experience

dynamic property expressing characteristics of a user interface component that may change in response to user action or automated processes

States do not affect the nature of the component, but represent data associated with the component or user interaction possibilities. Examples include focus, hover, select, press, check, visited/unvisited, and expand/collapse.

status message

change in content that is not a change of context, and that provides information to the user on the success or results of an action, on the waiting state of an application, on the progress of a process, or on the existence of errors

1. The way the parts of a Web page are organized in relation to each other; and

2. The way a collection of Web pages is organized

style property

property whose value determines the presentation (e.g. font, color, size, location, padding, volume, synthesized speech prosody) of content elements as they are rendered (e.g. onscreen, via loudspeaker, via braille display) by user agents

Style properties can have several origins:

User agent default styles: The default style property values applied in the absence of any author or user styles. Some web content technologies specify a default rendering, others do not;

Author styles: Style property values that are set by the author as part of the content (e.g. in-line styles, author style sheets);

User styles: Style property values that are set by the user (e.g. via user agent interface settings, user style sheets)

supplemental content

additional content that illustrates or clarifies the primary content

synchronized media

technology (Web content)

mechanism for encoding instructions to be rendered, played or executed by user agents

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language

text alternative

Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. Programmatically associated text is text whose location can be programmatically determined from the non-text content.

platform event that occurs when the trigger stimulus of a pointer is released

The up-event may have different names on different platforms, such as "touchend" or "mouseup".

used in an unusual or restricted way

any software that retrieves and presents Web content for users

user-controllable

data that is intended to be accessed by users

user interface component

a part of the content that is perceived by users as a single control for a distinct function

user inactivity

any continuous period of time where no user actions occur

The method of tracking will be determined by the web site or application.

a time-based presentation that contains only video (no audio and no interaction)

object in which the user agent presents content

visually customized

the font, size, color, and background can be set

a non-embedded resource obtained from a single URI using HTTP plus any other resources that are used in the rendering or intended to be rendered together with it by a user agent

This section contains a listing of common user interface component input purposes. The terms below are not keywords that must be used, but instead represent purposes that must be captured in the taxonomy adopted by a webpage. Where applicable, authors mark up controls with the chosen taxonomy to indicate the semantic purpose. This provides the potential for user agents and assistive technologies to apply personalized presentations that can enable more people to understand and use the content.

The list of input type purposes is based on the control purposes defined in the HTML 5.2 Autofill field section, but it is important to understand that a different technology may have some or all of the same concepts defined in its specification and only the concepts that are mapped to the meanings below are required.

The following input control purposes are intended to relate to the user of the content and pertain only to information related to that individual.

name - Full name

honorific-prefix - Prefix or title (e.g., "Mr.", "Ms.", "Dr.", "Mlle")

given-name - Given name (in some Western cultures, also known as the first name)

additional-name - Additional names (in some Western cultures, also known as middle names, forenames other than the first name)

family-name - Family name (in some Western cultures, also known as the last name or surname)

honorific-suffix - Suffix (e.g., "Jr.", "B.Sc.", "MBASW", "II")

nickname - Nickname, screen name, handle: a typically short name used instead of the full name

organization-title - Job title (e.g., "Software Engineer", "Senior Vice President", "Deputy Managing Director")

username - A username

new-password - A new password (e.g., when creating an account or changing a password)

current-password - The current password for the account identified by the username field (e.g., when logging in)

organization - Company name corresponding to the person, address, or contact information in the other fields associated with this field

street-address - Street address (multiple lines, newlines preserved)

address-line1 - Street address (one line per field, line 1)

address-line2 - Street address (one line per field, line 2)

address-line3 - Street address (one line per field, line 3)

address-level4 - The most fine-grained administrative level, in addresses with four administrative levels

address-level3 - The third administrative level, in addresses with three or more administrative levels

address-level2 - The second administrative level, in addresses with two or more administrative levels; in the countries with two administrative levels, this would typically be the city, town, village, or other locality within which the relevant street address is found

address-level1 - The broadest administrative level in the address, i.e., the province within which the locality is found; for example, in the US, this would be the state; in Switzerland it would be the canton; in the UK, the post town

country - Country code

country-name - Country name

postal-code - Postal code, post code, ZIP code, CEDEX code (if CEDEX, append "CEDEX", and the dissement, if relevant, to the address-level2 field)

cc-name - Full name as given on the payment instrument

cc-given-name - Given name as given on the payment instrument (in some Western cultures, also known as the first name)

cc-additional-name - Additional names given on the payment instrument (in some Western cultures, also known as middle names, forenames other than the first name)

cc-family-name - Family name given on the payment instrument (in some Western cultures, also known as the last name or surname)

cc-number - Code identifying the payment instrument (e.g., the credit card number)

cc-exp - Expiration date of the payment instrument

cc-exp-month - Month component of the expiration date of the payment instrument

cc-exp-year - Year component of the expiration date of the payment instrument

cc-csc - Security code for the payment instrument (also known as the card security code (CSC), card validation code (CVC), card verification value (CVV), signature panel code (SPC), credit card ID (CCID), etc)

cc-type - Type of payment instrument

transaction-currency - The currency that the user would prefer the transaction to use

transaction-amount - The amount that the user would like for the transaction (e.g., when entering a bid or sale price)

language - Preferred language

bday - Birthday

bday-day - Day component of birthday

bday-month - Month component of birthday

bday-year - Year component of birthday

sex - Gender identity (e.g., Female, Fa'afafine)

url - Home page or other Web page corresponding to the company, person, address, or contact information in the other fields associated with this field

photo - Photograph, icon, or other image corresponding to the company, person, address, or contact information in the other fields associated with this field

tel - Full telephone number, including country code

tel-country-code - Country code component of the telephone number

tel-national - Telephone number without the country code component, with a country-internal prefix applied if applicable

tel-area-code - Area code component of the telephone number, with a country-internal prefix applied if applicable

tel-local - Telephone number without the country code and area code components

tel-local-prefix - First part of the component of the telephone number that follows the area code, when that component is split into two components

tel-local-suffix - Second part of the component of the telephone number that follows the area code, when that component is split into two components

tel-extension - Telephone number internal extension code

email - E-mail address

impp - URL representing an instant messaging protocol endpoint (for example, "aim:goim?screenname=example" or "xmpp:fred@example.net")

This section shows changes for WCAG 2.1 since its publication as a W3C Recommendation. These changes are also recorded as errata.

Changes since the W3C Recommendation of 05 June 2018:

In the Status of This Document the paragraph beginning "This document has been reviewed by W3C Members..." appears twice. The first instance of this paragraph has been removed.

In the Introduction, several (but not all) references to "WCAG 2.0" has been changed to "WCAG 2.1".

In the 0.5.2 Numbering in WCAG 2.1, the words "critera" and "ccriteria" have been changed to "criteria".

In 1.4.10 Reflow, the first note had a supernumary "Note" indicator which has been removed.

In 1.4.13 Content on Hover or Focus, the word "dismissable" has been changed to "dismissible".

In 4. Robust, repetition of the word "by" has been removed.

In 5.2.2 Full pages, the third note began with "New" which has been removed.

In 5.3.1 Required Components of a Conformance Claim the editorial note "In WCAG 2.0 this was a dated URI, which may need to be adjusted when this becomes a Rec." has been removed.

In the definition for keyboard interface, the second (of three) note has been changed to be an example of the first note, leaving only two actual notes.

In the definition for technology, the third note has been changed to be an example.

In 7. Input Purposes for User Interface Components, the word "county" has been changed to "country".

In 1.3.4 Orientation, the note referencing "binary display orientation" has been clarified to read "content is not necessarily restricted to landscape or portrait display orientation".

In a note in the definition of accessibility supported, references to "Conformance Criterion" were changed to "Conformance Requirement".

In the definition of relative luminance, the red threshold was updated from 0.03928 to 0.04045.

In 4.1.1 Parsing one note was deleted, and two notes were added, including: "This Success Criterion should be considered as always satisfied for any content using HTML or XML."

The full commit history to WCAG 2.1 is available.

This section is non-normative.
Additional information about participation in the Accessibility Guidelines Working Group (AG WG) can be found on the Working Group home page.

Jake Abma (Invited Expert)

Shadi Abou-Zahra (W3C)

Chuck Adams (Oracle Corporation)

Amani Ali (Nomensa)

Jim Allan (Invited Expert)

Paul Adam (Deque Systems, Inc.)

Christopher Auclair (VitalSource | Ingram Content Group)

Jon Avila (Level Access)

Tom Babinszki (IBM Corporation)

Bruce Bailey (U.S. Access Board)

Renaldo Bernard (University of Southampton)

Chris Blouch (Level Access)

Denis Boudreau (Deque Systems, Inc.)

Judy Brewer (W3C)

Shari Butler (Pearson plc)

Thaddeus Cambron (Invited Expert)

Alastair Campbell (Nomensa)

Laura Carlson (Invited Expert)

Louis Cheng (Google)

Pietro Cirrincione (Invited Expert)

Vivienne Conway (Web Key IT Pty Ltd)

Michael Cooper (W3C)

Jennifer Delisi (Invited Expert)

Romain Deltour (DAISY Consortium)

Wayne Dick (Knowbility, Inc)

Chaohai Ding (University of Southampton)

Kim Dirks (Thomson Reuters)

Shwetank Dixit (BarrierBreak Technologies)

Anthony Doran (TextHelp)

E.A. Draffan (University of Southampton)

Eric Eggert (W3C)

Michael Elledge (Invited Expert)

David Fazio (Invited Expert)

Wilco Fiers (Deque Systems, Inc.)

Detlev Fischer (Invited Expert)

John Foliot (Deque Systems, Inc.)

Matt Garrish (DAISY Consortium)

Alistair Garrison (Level Access)

Michael Gower (IBM Corporation)

Jon Gunderson

Markku Hakkinen (Educational Testing Service)

Katie Haritos-Shea (Knowbility, Inc)

Andy Heath (Invited Expert)

Shawn Henry (W3C)

Thomas Hoffman (Educational Testing Service)

Sarah Horton (The Paciello Group, LLC)

Stefan Johansson (Invited Expert)

Marc Johlic (IBM Corporation)

Rick Johnson (VitalSource | Ingram Content Group)

Crystal Jones (Microsoft Corporation)

Andrew Kirkpatrick (Adobe)

John Kirkwood (Invited Expert)

Jason Kiss (Department of Internal Affairs, New Zealand Government)

Maureen Kraft (IBM Corporation)

JaEun Ku (University of Illinois at Urbana-Champaign)

Patrick Lauke (The Paciello Group, LLC)

Shawn Lauriat (Google, Inc.)

Steve Lee (Invited Expert)

Alex Li (Microsoft Corporation)

Chris Loiselle (Invited Expert)

Greg Lowney (Invited Expert)

Adam Lund (Thomson Reuters)

David MacDonald (Invited Expert)

Erich Manser (IBM Corporation)

Kurt Mattes (Deque Systems, Inc.)

Scott McCormack (Level Access)

Chris McMeeking (Deque Systems, Inc.)

Jan McSorley (Pearson plc)

Neil Milliken (Unify Software and Solutions)

Rachael Montgomery (Invited Expert)

Mary Jo Mueller (IBM Corporation)

Brooks Newton (Thomson Reuters)

James Nurthen (Oracle Corporation)

Joshue O Connor (Invited Expert)

Sailesh Panchang (Deque Systems, Inc.)

Charu Pandhi (IBM Corporation)

Kim Patch (Invited Expert)

Melanie Philipp (Deque Systems, Inc.)

Mike Pluke (Invited Expert)

Ian Pouncey (The Paciello Group, LLC)

Ruoxi Ran (W3C)

Stephen Repsher (Invited Expert)

Jan Richards (Invited Expert)

John Rochford (Invited Expert)

Marla Runyan (Invited Expert)

Stefan Schnabel (SAP SE)

Ayelet Seeman (Invited Expert)

Lisa Seeman-Kestenbaum (Invited Expert)

Glenda Sims (Deque Systems, Inc.)

Avneesh Singh (DAISY Consortium)

David Sloan (The Paciello Group, LLC)

Alan Smith (Invited Expert)

Jim Smith (Unify Software and Solutions)

Andrew Somers (Invited Expert)

Adam Solomon (Invited Expert)

Jaeil Song (National Information Society Agency (NIA))

Jeanne Spellman (The Paciello Group, LLC)

Makoto Ueki (Invited Expert)

Jatin Vaishnav (Deque Systems, Inc.)

Gregg Vanderheiden (Raising the Floor)

Evangelos Vlachogiannis (Fraunhofer Gesellschaft)

Kathleen Wahlbin (Invited Expert)

Can Wang (Zhejiang University)

Léonie Watson (The Paciello Group, LLC)

Jason White (Educational Testing Service)

Mark Wilcock (Unify Software and Solutions)

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries Arditi, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Preety Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, Mark Magennis, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Devarshi Pant, Nigel Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo.

This publication has been funded in part with U.S. Federal funds from the Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), initially under contract number ED-OSE-10-C-0067 and now under contract number HHSP23301500054C. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Health and Human Services or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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Web Content Accessibility Guidelines (WCAG) 2.1

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Web Content Accessibility Guidelines (WCAG) 2.1 covers a wide range of recommendations for making Web content more accessible. Following these guidelines will make content more accessible to a wider range of people with disabilities, including accommodations for blindness and low vision, deafness and hearing loss, limited movement, speech disabilities, photosensitivity, and combinations of these, and some accommodation for learning disabilities and cognitive limitations; but will not address every user need for people with these disabilities.

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Are you part of the online gaming culture and tired of how hateful and violent it can be? Are you a human rights activist who never had the chance to talk seriously about gaming communities? Are you a passionate gamer with a strong interest in human rights? Do you run an online gaming community, write about videogames or develop them and feel curious about this topic?

GameOver Hate is just for you!

Where human rights meet geekdom. Where social awareness meets ponies. Where gamers and activists work together to make gaming communities friendlier and more inclusive.

The application process is now open, apply to the conference by filling this online form. Deadline for applications: 31th July

GameOver Hate is a 6 day (23th-28th September) conference about building better online gaming communities and tackling online hate. Our focus will be on forging a community of gamers/professionals in the gaming industry that do not only understand and recognize hateful behaviors that happen in online gaming spaces but also proactively act to change them.

To achieve this goal we will, of course, play videogames, but more than that we'll discuss and debate together, listen to and talk with gaming journalists, academics and game developers. We aim to broaden our own world views, grasp the gaming communities at a larger scale and learn and craft as a group.

We'll work towards the encouragement and development of community based actions, the continuous sharing of good online practices and the creation of a common set of recommendations on the development of better online gaming communities.
Objectives:

Understand and question the reality of online gaming communities;

Empower gamers* to understand, recognize and react to online hate;

Share best-practices on online gaming communities management;

Create a network of gamers and activists motivated to tackle online hate;

Read our draft programme here.
Target:
Community leaders, game journalists, game developers, community manager, online activists, active gamers.

We encourages applicants from all ethnic, cultural, and migrant backgrounds to apply, as well as all socio-economic situations and all sexual orientations and gender identities and expressions.
Working methods:
We emphasize a participatory approach to learning, utilizing non-formal education methods as promoted by the European Youth Foundation of the Council of Europe, as well as other human rights education organisations. This conference will also contain a limited number of formal education sessions from outside resource persons, though the primary approach will be activity-based and participant centered. The conference will be conducted in English.
Costs and practical arrangements:
All accommodation and food will be provided for with the support of the Council of Europe. Travel expenses and visa costs will be reimbursed. Reimbursement will take place during the conference, upon presenting the receipts, tickets, etc, or by bank transfer after the conference if preferred.

A participation fee of 50€ will be deducted from the reimbursement.

Arrivals are expected during the day of September 22, departures on September 29 2013
Participants selection process:
The preparatory team will review all complete applications. Participants will be selected upon the motivation and on how well they meet the criteria of the ideal participant profile above. Successful applicants will be notified by email before 15th August.

If you have any questions, feel free to contact us at gameoverhate[at]gmail.com or through our facebook page.

Apply now. For honor!

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Are you part of the online gaming culture and tired of how hateful and violent it can be? Are you a human rights activist who never had the chance to talk seriously about gaming communities? Are you a passionate gamer with a strong interest in human rights?

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This digital guide is based on the results of the “Youth Workers 2.0” strategic partnership project supported by the Erasmus+ Programme of the European Union. As a joint effort of the Asociación EuropeYou (Spain), the Österreichische Jungarbeiterbewegung (Austria), the Group of the European Youth for Change (Romania) and the Institute for Cultural Relations Policy (Hungary), this booklet is aimed at providing to youth workers the resources and good practices in order to improve their knowledge of usage of different digital tools and making them understand what kind of skills are needed in different contexts.

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Digital youth exchanges needs to be taught

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Digital youth exchanges needs to be taught

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Maybe all our exchanges start in the virtual world at a very low entry level: how would participants find out about our exchange if they don't have facebook/a browser/email as that's where they are announced and they have to subscribe?
Our member need exchanges to start in the real world where we teach them virtual tools, there is a big difference between those who know how to work only with a smartphone and facebook and those who know how to work with a laptop. We show how "virtual office tools" improve collaboration, then we have sessions that are 100% virtual, and then alternate: real world. virtual world, real world. The digital component does allow our Asian members to reach out to their friends in their countries of origin.  But if they are stuck to the level of "facebook" - they are prone to ambushes from professional troll from the Russian army/North Korea and the CCP targeting leaders of our communities and getting facebook to block their accounts. We analysed some the profiles and when you in these trolls profiles, you notice they are probably 1 person with probably 100 different accounts who all only follow "lgtb / EU African communities / EU Arabo-Muslim communities / EU Asian communities".  That same person will ambush with 5 or more accounts 1 single admin or moderator / leader in your organisation and trigger a facebook violation - or simply - with 5 or more accounts push the "report button" so you account gets blocked for multiple weeks. If this happens when you are preparing or having a digital youth exchange you're in big trouble and it is necessary this issue is taken up at EU level when they negotiate with facebook & co: it takes too long for facebook moderators to intervene, and when they intervene - we have serious doubts if they are based in Europe and share European values. We demand moderators for Europeans to be Europeans and be based in Europe and abide by EU laws and values.
And we - youth / community leaders need to signal this to the European commission.  We hope you will support us in this.
Applying for Erasmus+ or any other funding remains far too difficult. Most projects in their countries of origin take place over their heads without the actual diaspora being involved. This is unacceptable.  Digital (youth) exchanges needs to be taught.

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Transnational Youth Initiatives in the Erasmus+ Youth Programme

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Transnational Youth Initiatives in the Erasmus+ Youth Programme

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Transnational Youth Initiatives in the Erasmus+ Youth Programme can offer a good format for young people to collaborate at distance and when possible during meetings in person.

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The Transformers: Youth Work Goes Digital

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The Transformers: Youth Work Goes Digital

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A long-term international project “Digital Superpowers: The Use of Digital Games and Tools for Youth Work” that aims to discover the potential of Information and Communication Technology (ICT) in youth field

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Where it all started Why digital tools in youth work?
We are trainers and youth workers from Germany, Lithuania, Portugal, Italy and Estonia who had so many questions in our mind. How to go with digital technology instead of opposing it? How not to lose the principles of youth work and non-formal learning by harnessing technology? How to connect social skills development and use of video games and technology? That is why we organised the long-term international project "Digital Superpowers: The Use of Digital Games and Tools for Youth Work" that aims to discover the potential of Information and Communication Technology (ICT) in youth field.

As the Declaration of the 2nd Youth Work Conventions states 'there is clearly a role for online youth work practice, in terms of exploiting a new space for youth work in a meaningful way, supporting digital literacy and enabling young people to deal with some of the associated risks. The practice implications for youth workers lie in new competencies required and new forms of boundary maintenance in relationships with young people.' As part of the European Agenda for Youth work, participants of the Convention stated that 'there is a need to support the capacity of youth work to respond to new challenges and opportunities posed by new technologies and digital media.'

But what we hear quite often is the opposite: "We need to save those youngsters and take them out of virtual worlds and bring them to nature with no wifi and take mobile phones away". But is it really the best approach in the digital age of the XXI century?

Youth work needs to go where young people are. Screenagers research revealed that 75% of young people from Northern Ireland stated that they could not live without Internet. According to EU Youth report, average of 80% of young people connect to internet every day. Quite a big part of young people is using technology and video games, and they are experts in it.

According to the "Screenagers" project research on ICT in youth work, 48% of youth workers felt they lacked personal competence in digital and social media. However, they are skillful in experiential learning - supporting personal and social development through experience. So what if the experience in youth work would be gaming, coding or making?

These are the activities that young people can get very much engaged, excited and passionate. They can be creators of something new, they can be explorers of the vast resources on the internet.

Actually youth workers don't have to be experts in gaming, coding or robot constructing. Young people are usually more experienced and can take the role of the expert, but the youth worker is responsible for group processes, reflection or engagement. As youngsters are into technology, they can be the recourse of digital expertise, meanwhile youth worker's role is to guide youngsters in finding and creating safe and meaningful ways to participate in societies, including also online spaces.

As a very important effect of using digital tools in youth work the youngsters practice their 21st century skills by solving problems for the real world in a collaborative and creative way.
Our Experiences
That's why we provided opportunities for youth workers to try out various video games, Do-It-Yourself activities, construct tech devices and explore the role of technology in nowadays work with young people.

The long-term project "Digital Superpowers" started in November 2015 with a training course in Germany, followed by a praxis period in the countries of the partners. And in summer a youth exchange with the participants of the praxis period took place in Lithuania. In October there will be the evaluation seminar in Portugal.

We tried out different ways how young people learn using digital tools. Through playing video games, they re-create and therefore participate in their community or build new worlds on Minecraft. They can create digital guided tours using Actionbound. With tools like Makey Makey, Ollie, Mirobot or Lego Mindstorm they can learn coding in a playful way and learn to understand and control robotics. Technology can empower young people to build a better web in an easy way with Mozilla Webmaker tools like Webmaker app and X-ray goggles. With Canva they can easily show their opinion and inform other people by creating posters.

Some people say that 2016 is the year of virtual reality (VR). So it is easy to take some old pizza boxes and to buy some lenses and create a Cardboard, VR-goggles that one can use with the own smartphone. And later on one can even become a producer of VR content using free apps.

During the youth exchange digital tools helped to communicate. First of all because with a smartphone you have always a dictionary in the pocket. But also it is easier to play together. With a quiz game like Kahoot participants can stay in their national groups and at the same time play together.
About the authors:
More examples and experiences of using digital tools in youth work you find in our project blog: https://digitalsuperpowersblog.wordpress.com

Agne Rapalaite and Laimonas Ragauskas are working as trainers and coordinators in several youth exchanges, i.e. for the Lithuanian NGO VSJ Creativitas.

Tobias Thiel is responsible for youth work at Evangelische Akademie Sachsen-Anhalt. Especially

he experienced Minecraft as a tool of youth participation and civic education. The German Minecraft blog you find here: www.junge-akademie-wittenberg.de/minecraft

Together they invited youth worker and young people to take part in the long-term project "Digital Superpowers" funded by Erasmus+: https://digitalsuperpowersblog.wordpress.com

The original source of the article published in Estonian is the youth work magazine MIHUS no. 19 https://issuu.com/mihus/docs/mihus19

The release of youth work magazine MIHUS is supported and co-financed by the Republic of Estonia and European Social Fund 2014-2020 activity „Developing trainings for youth workers.

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The Transformers: Youth Work Goes Digital | VšĮ Creativitas

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By Agne Rapalaite, Laimonas Ragauskas and Tobias Thiel Where it all started We are trainers and youth workers from Germany, Lithuania, Portugal, Italy and Estonia who had so many questions in our mind. How to go with digital technology instead of opposing it?

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www.languageanimation.org

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This platform connects young people's interests with opportunities in specific locations. You can experience example of how this platform works by joining Learning Playlists with all activities of this online event MOVE IT

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Digital and smart youth work in general have been widely debated and conceptualised over the last years, long before COVID-19 catapulted the topic into the spotlight. This online event focusses specifically on international youth mobility which, so far, has not been at the centre of the debates.

From keynote speech to Online BarCamp and from webinars to live Q&A, MOVE IT - Youth mobility in the digital era (online event) is designed to inspire participants, update them on the latest trends and give them a platform for exchange of ideas.

MOVE IT online event is organised by:

JUGEND für Europa (DE) - National Agency for the EU programmes Erasmus+ Youth in Action and European Solidarity Corps in Germany

IJAB International Youth Service of the Federal Republic of Germany (DE)

Estonian Youth Work Centre (EE), National competence centre for youth work and youth policy

Verke, Centre of Expertise for Digital Youth Work (FI)

Finnish National Agency for Education (FI), National Agency for the EU programmes Erasmus+ Youth in Action and European Solidarity Corps in Finland

The international Network of Cities and Regions of Learning will offer validation and recognition of learning using digital Open Badges.

Cover image remixed from photo by Sebastian Voortman from Pexels

Activities to complete

Complete the following activities, earn badges and you will see your playlist progress updated

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MOVE IT online event on Youth mobility in the digital era

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Digital and smart youth work in general have been widely debated and conceptualised over the last years, long before COVID-19 catapulted the topic into the spotlight. This online event focusses specifically on international youth mobility which, so far, has not been at the centre of the debates.

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Never assume anybody has a stable internet connection, can read from lips through muted or cluttered video, is sitting in a green box or the bridge of the enterprise.
Be aware that the most valuable contributor possibly needs subtitles, is sitting in their kitchen attending from a cellphone and calming a child who needs that phone to connect to their peers.
Try to calm those, who take everything for granted, it’s not their fault to be privileged and they might share their privilege it by being patient - and will feel better.
Even after the lockdown.
Eike

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It is part of collaboration and online life is difficult if not against our physical and mental preconditions.
A 2hour meeting (if having a purpose and outcome) proved to need 50% of connecting space/time.
Eike

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I recently discovered that the automatic subtitles in Skype work incredibly useable when speaking not too fast, even with the weird english accents in European language.
Eike

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Would you ask how is a mobility part of youth work? Then the answer is: in the same ways. I would say: putting your target group in touch with other people's experiences and cultures, etc etc. maybe with the possible aim of building up something together.

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this is still something to test extensively, but since I am convinced one of the very few places in digital environments where emotions and bonding are strong is inside multiplayer videogames, I would be super interested in experimenting team building actvitivities inside games, from fortnite to whatever else - possibly free to play and not too hungry for hardware, so that you would not exclude too many people.

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They should be intercultural, open for all young people and prepared with them

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They should be intercultural, open for all young people and prepared with them

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Where are the Asian (youth) in digital exchanges?

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Where are the Asian (youth) in digital exchanges?

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Herewith the input from ASIA2.0 - the federation for the Asian Diaspora Communities living in Europe, mixed couples and their children with Asian traits, adopted Asians, sympathizers.
The big difference: You can reach  youth from the Asian communities in Europe when they are in school, but they vanish when you try to get them involved in "Digital Youth Exchanges".
1. Asians are very afraid of the government. "Europe" is like the super-government, like a big boogie man - like the Chinese Communist Party - who will come and punish you, check out your family, thrown you in jail, or out of Europe.  Parents don't understand and prefer to stay far away: better safe than sorry.
2. Language barrier: many Asians in Europe are from former "French-Indochina - Territoire d'exploitation" which tumbled into the cold war terrors; they didn't plan to stay in Europe/France, there are still huge language problems - speaking ones original language, french and then English ... and nowhere to practise it, no double language english-french Erasmus+ Salto workshops. The result is that you don't see any Asians.
3. Anti-racism organisations do not recognize racism against the Asian Diaspora communities in Europe; there are no Asian faces in those organisations; we don't receive any resources/money/invitations either.  Nor at national levels, nor at EU levels there is no research on it. Everybody wrongly assumes everythings is good: everybody is smiling, studying and at work - and that is not the case.
Looking forward being invited to your Erasmus+ / Salto projects

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PREMIÈRE in Europe! The first Erasmus+ Salto online Training course where the Asian Communities in Europa will meet other representatives from youth/your leaders/community leaders for 1 month to work out "engaged holidays" around topics they find important and that will take place later this year and in 2021 - all 100% financed by the Erasmus+ Youth & community leaders program !

created an online event for the group.

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PREMIÈRE in Europe! The first Erasmus+ Salto online Training course where the Asian Communities in Europa will meet other representatives from youth/your leaders/community leaders for 1 month to work out "engaged holidays" around topics they find important and that will take place later this year and in 2021 - all 100% financed by the Erasmus+ Youth & community leaders program !

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Meet the Asian Diaspora communities in Europe?

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Meet the Asian Diaspora communities in Europe?

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Greetings from ASIA2.0 - the federation for the Asian Diaspora Communities living in Europe, mixed couples and their children with Asian traits, adopted Asians, sympathizers.
Maybe not so much discovering a country or city - but the Asian Community digitally?
This is the first time in EU history that the Asian communities participate in an Erasmus+/Salto event.  Our members would love to be invited / set-up Erasmus+ Salto projects together!
Before the Covid19, the Asian communities were hopelessly divided - we are also the smallest community/-ies in numbers versus African-/Moroccan-/Turk-/LGTB-/Women avocate-communities.
The Covid19/"China virus" unleashed an unseen wave of assaults and racism towards everybody with Asian traits living in Europe.  Russian and Communist party Trolls attack people with admin/moderator roles in social media - they e.g. make that we are blocked from our facebook accounts, and set-up the African and Arabo-Muselman communities against us.  This has brought the Asian communities in Europe to federate at an EU level and seek help from the EU's Fundamental Rights Agency - have a look at their publication cf comment below.

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PREMIÈRE in Europe! The first Erasmus+ Salto online Training course where the Asian Communities in Europa will meet other representatives from youth/your leaders/community leaders for 1 month to work out "engaged holidays" around topics they find important and that will take place later this year and in 2021 - all 100% financed by the Erasmus+ Youth & community leaders program !

created an online event for the group.

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PREMIÈRE in Europe! The first Erasmus+ Salto online Training course where the Asian Communities in Europa will meet other representatives from youth/your leaders/community leaders for 1 month to work out "engaged holidays" around topics they find important and that will take place later this year and in 2021 - all 100% financed by the Erasmus+ Youth & community leaders program !

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1: Open the Translate app & select the 2 languages each of you speak.
2: Tap Conversation; say something & enjoy conversing :)
Greetz Asia2.0 the EU federation for the Asian Communities & friends in Europe

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During the distance learning period during the COVID-19 crisis, in Estonia, some of the school youth workers organised Live discos for the school community to still enjoy time together and have some fun. These have turned out to be very popular, with several hundreds of school students actively following. What about a Live disco for the online exchange partner groups? :)

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Virtual camp-fire as example from Estonian Scouts Association

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Virtual camp-fire as example from Estonian Scouts Association

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An example from the recent COVID-19 emergency period: Estonian Scout Association teamed up with one of the leading adventure tour organising companies 360° in Estonia and introduced an innovative smart hiking format for their annual spring hike resulting with more than 500 participants taking part both in individual hiking as well as enjoying the virtual camp fire evening in Youtube. Even more interesting, in this e-hiking initiative, there were participants from Estonia up to Australia (!) serving as one of the examples on how the usual limits of physical youth work are overcome with smart solutions.

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"Doing youth work online we are free of the usual limits of physical environments,"

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"Doing youth work online we are free of the usual limits of physical environments,"

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...said one of the youth workers from the virtual youth centre in Estonia recently. She explained that their experience with virtual youth centre shows that it is more accessible to some of those young people who would otherwise not be able to visit a youth centre due to limited public transportation etc. I found it very powerful statement and probably well applicable to online exchanges where partners can opt for the best environment for their needs and interests. Would it be an agreement to have regular virtual hangouts; set up a common virtual "home-office" for the exchange; exchange short videos about each groups, common online challenges etc.

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Language Animation Workshops - why not online?

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Language Animation Workshops - why not online?

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Our NGO hosted a seria of those workshops in cooperation with bilateral partners from France, Poland, Russia and Greece, so far not yet as online events. To spread our experience we also published some basics in a booklet "Sprachanimation inklusiv gedacht. Language animation - the inclusive way" (German-English). It was developed as part of IJAB’s Innovationsforum Jugend global, an interactive service for qualifying and developing international youth work. Free pdf-download and German-English summary here:

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Seit einigen Jahren wird mittels verschiedener Initiativen und Projekte versucht, die Internationale Jugendarbeit für bisher wenig erreichte Zielgruppen zu öffnen. Eine große Herausforderung, die sich dabei stellt, ist der Umgang mit Sprache und Kommunikation. Nicht alle Jugendlichen sprechen eine oder mehrere Fremdsprachen, manche haben im schulischen Lernprozess negative Erfahrungen gemacht und trauen sich daher nicht zu, sich in anderen Sprachen zu verständigen. Für junge Menschen mit geistigen oder psychischen Beeinträchtigungen gilt das in besonderem Maße. Hier bietet die Methode der Sprachanimation eine hervorragende Möglichkeit, spielerisch miteinander in Kommunikation zu treten, Hemmschwellen zu überwinden und eine andere Sprache ohne Leistungsdruck mit allen Sinnen zu erleben.

Da es bisher keine Literatur zu der Frage gibt, wie Sprachanimation inklusiver gedacht und gestaltet werden kann, wurde dem in einer Konzept- und Methodenwerkstatt im Juni 2015 nachgegangen. Diese Broschüre basiert auf den Inputs und Ergebnissen der Werkstatt, die in Kooperation mit Villa Fohrde e.V., gemeinsam mit der Kreisau-Initiative e.V., totter.eu und der Deutschen Sportjugend durchgeführt und vom Bundesministerium für Familie, Senioren, Frauen und Jugend gefördert wurde.

Im ersten Teil der Broschüre werden die konzeptionellen Grundlagen dargestellt und diskutiert: Welche Prinzipien verfolgt die Sprachanimation und wie ist sie entstanden? Was verbirgt sich hinter dem Begriff der Inklusion? Was bedeutet eine inklusive Gestaltung der Internationalen Jugendarbeit? Welche Barrieren können auftauchen und wie werden sie überwunden?

Anschließend wird im Praxisteil eine Methode vorgestellt, mit der beliebige Übungen der Sprachanimation auf ausschließende Faktoren analysiert und alternative, inklusivere Varianten entwickelt werden können. Den Abschluss bildet eine Zusammenstellung von Literaturempfehlungen, Methodenboxen, Materialien und nützlichen Websites.

Die Broschüre entstand im Rahmen des Innovationsforums Jugend global auf ijab.de, einem interaktiven Angebot zur Qualifizierung und Weiterentwicklung der Internationalen Jugendarbeit. Es ermöglicht Fachkräften, Trägern oder interessierten Partnern der Internationalen Jugendarbeit, ihre Anliegen und Interessen einzubringen, sich zu vernetzen, zu diskutieren und gemeinsam Strategien und Instrumente für eine zukunftsweisende Internationale Jugendarbeit zu entwickeln.
There has been growing awareness in recent years that international youth work services are used for the most part by high school students without impairments. Various initiatives have therefore been launched to make such services available to hitherto little reached target groups. One of the big challenges is related to language and communication. Not all young persons speak one or several foreign languages; some have had negative experiences in their school careers and are convinced they are not good at languages. This is especially true of young persons with intellectual or physical impairments. Language Animation offers these individuals an excellent opportunity to overcome inhibitions in a playful way and to learn another language using all their senses without pressure to perform.

As there is still no literature that looks at how Language Animation methods can be designed inclusively, a concept and methodology workshop was held in June 2015 in order to address this question. This booklet is based on the inputs and outcomes of the workshop which was organised in cooperation with Villa Fohrde e.V., together with the Kreisau-Initiative e.V., totter.eu and the German Sports Youth (dsj) and funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth.

The first part of the booklet presents and discusses the theoretical foundation: What principles does Language Animation follow and how did Language Animation come about? What is behind the term "inclusion"? What does the "inclusive" design of international youth work mean? What obstacles can occur and how can we overcome them? The practical section introduces a method that makes it possible to identify excluding factors in all Language Animation exercises and to develop inclusive alternatives. This gradually creates an awareness of potentially excluding elements. The publication concludes with a list of literature recommendations, resources and useful websites.

The booklet was developed as part of IJAB's Innovationsforum Jugend global, an interactive service for qualifying and developing international youth work. It gives experts, organisations and interested partners working in this field an opportunity to express their concerns and interests, to network, discuss and jointly develop strategies and tools for a trendsetting international youth work.

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Seit einigen Jahren wird mittels verschiedener Initiativen und Projekte versucht, die Internationale Jugendarbeit für bisher wenig erreichte Zielgruppen zu öffnen. Eine große Herausforderung, die sich dabei stellt, ist der Umgang mit Sprache und Kommunikation. Nicht alle Jugendlichen sprechen eine oder mehrere Fremdsprachen, manche haben im schulischen Lernprozess negative Erfahrungen gemacht und trauen sich daher nicht zu, sich in anderen Sprachen zu verständigen.

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Test: Language Animation Workshops

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We have videoconference with youth people from our local comunity with volunteers we host in our village from difrent countries ( Portugal , France, Slovenia and Italy)

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https://soundcloud.com/radioroom_ribadavia

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Ribadavia

Todo empieza desde Omix Ribadavia (oficina municipal de información juvenil) que apoya a los jóvenes con actividades de educación no formales e informal. Todo empeza desde Omix Ribadavia (oficina municipal de información xuvenil) que apoia aos mozos con actividades de educación non formais e informal.

RadioROOM's tracks

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Todo empieza desde Omix Ribadavia (oficina municipal de información juvenil) que apoya a los jóvenes con actividades de educación no formales e informal. Todo empeza desde Omix Ribadavia (oficina municipal de información xuvenil) que apoia aos mozos con actividades de educación non formais e informal.

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- Online radio with our CES volunteers:
https://www.youtube.com/watch?v=XcH1VkrP_70
- Ioga Workshops: https://www.youtube.com/watch?v=NNA8Y7LymL4&t=3s
- Lenguage workshops trhough videoconference
- In our Youth Information Center, during the lookdown, togheter with our European Volunteers of the European Solidarity Prgramme, we decide to implement online intercultural activities
through IGTV ( instagram TV chanel) and share also
through our chanel in Youtube ( OMIX Ribadavia) and in our social networks

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In our Youth Information Center, during the lookdown, togheter with our European Volunteers of the European Solidarity Prgramme, we decide to implement online intercultural activities
through IGTV ( instagram TV chanel) and share also
through our chanel in Youtube ( OMIX Ribadavia) and in our social networks

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which is something to be considered and implemented while designing online activities. We want self directed learning, engagement, voluntary participation to be part of our activities (even online), otherwise we will be "more of the same" and we will loose our best asset!