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Go!ForAll is an interactive game you play with colleagues to increase awareness and inclusion within internationalization.

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“Make a study abroad experience accessible to all students.” Why this game? Go!ForAll is an interactive game you play with colleagues to increase…

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A step-by-step guide on communicating projects and their results (in many languages)

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Directorate-General for Education, Youth, Sport and Culture

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How to communicate your project : a step-by-step guide on communicating projects and their results.

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"Your Project #CommsJourney" is a step-by-step guide for the beneficiaries of the Erasmus+, Creative Europe and European Solidarity Corps programmes to support them in their communication activities.

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In the ever-changing world of education, the European Innovative Teaching Award aims to value the work of teachers and educators in the process of shaping the Europeans of tomorrow by making use of innovative, interactive, and inclusive teaching and learning practices.

In 2024, the European Innovative Teaching Award honours educators and schools whose projects successfully engage with enhancing wellbeing at school, in a whole-school approach perspective.

The 2025 edition theme was Citizenship Education - participation in democratic life, common values and civic engagement.

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The European Innovative Teaching Award is an annual initiative that showcases outstanding teaching practices within the Erasmus+ programme and recognises the work of teachers and their schools engaged in European cooperation projects. Launched in 2021, it highlights innovative teaching and learning approaches which address new challenges posed to education and training across Europe by a rapidly evolving world. The initiative focuses on school education (primary and secondary), including early childhood education and care, and vocational education and training (VET) schools.

An overarching thematic focus applicable to all age groups and in line with the priorities of the European Education Area is defined annually. In 2022, the yearly theme is linked to the New European Bauhaus (NEB) initiative of the Commission: "Learning together, promoting creativity and sustainability".

The second edition of the Award focuses on creativity, sustainability and inclusion. In total, 98 projects from all over Europe will be presented with certificates and trophies in 4 categories.

The Erasmus+ National Agencies are responsible for the selection of winning projects through either a direct selection of awardees, short-listing of potential awardees, or publishing an open call. For more precise information on the selection process in your country, please consult the website of the respective National Agency.

Want to discover more about how the European Innovative Teaching Award will boost innovation in European schools? Or do you wish to participate in next year's edition? Discover all about the award.

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EITA - Directorate-General for Education, Youth, Sport and Culture

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Collection of texts from the „Let's make inclusion happen! Inclusive education for a fair, resilient, and competitive EU” conference

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Czytelnia - Fundacja Rozwoju Systemu Edukacji

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Od 1993 r. zarządzamy europejskimi programami, projektami i inicjatywami, które umożliwiają poszerzanie wiedzy podstawowej lub specjalistycznej, zdobywanie nowych umiejętności i kompetencji na ścieżce edukacji formalnej, pozaformalnej i nieformalnych form uczenia się, pozwalają rozwijać zainteresowania i pasje poprzez działania podejmowane w innych krajach oraz w społecznościach lokalnych.

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WISE ERASMUS+ project : Improving learners' wellbeing to reduce dropout rates

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WISE ERASMUS+ project : Improving learners' wellbeing to reduce dropout rates

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Plural Words - Alternative and Augmentative Communication (AAC) to foster Inclusion 

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Plural Words - Alternative and Augmentative Communication (AAC) to foster Inclusion 

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Inclusive communication should be taught from early childhood to ensure a better inclusion not only in the classroom, but also in our society. Equiping children from the youngest age with various communication tools, prepare them to have greater agency through self-expression and self-realisation is very important task.

Plural Words is a European project aimed at raising awareness about Alternative and Augmentative Communication (AAC) and disseminating this method;

destigmatising communication troubles and breaking prejudices about AAC; democratise the use of AAC in early and primary schools for all children.

During the project we created various resources:

AAC boxes – Containing different AAC resources on literacy, numeracy and daily life topic; an E-learning module – To train education professionals on AAC and communication troubles; a Pedagogical guide – For early and primary school teachers who would like to become familiar with AAC; 9 pedagogical sheets for professionals – Supporting the implementation of the boxes into daily practice; a Collection of Best Practices – To get inspired from innovative and inspiring organisations, professionals and actions on AAC led in Europe.

All Materials are free to use and download at 6 Languages: English, French, Italian, Romanian, Polish and Croatian.

Project Webpage: Plural Words |

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Nowadays, many individuals still face marginalisation in communication. Whether it pertains to people with DYS or speech difficulties, hearing impairments, autism, Down’s syndrome, or individuals who speak a different mother tongue, communication remains complex and exclusive.

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SWING Projects - Sign Language for Everyone

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SWING Projects - Sign Language for Everyone

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Our Erasmus+ KA2 project builds on the experience of SWING and SWING 2.0 to promote accessibility for deaf and hard-of-hearing students and staff. We develop strategies and tools for inclusive campuses, including sign language training, awareness activities, and digital solutions.

Free resources from previous SWING projects:

Multilingual Sign Language Video Dictionary for several sectors: swinglearning.infoproject.eu

Training materials and recommendations: swing.infoproject.eu/training-materials

Apps for Android and iOS

Reports, brochures, and exercises to learn 5 sign languages (IS, LIS, LSE, DGS, ÖGS) in different work environments.

These resources are open for use and can help take the first steps towards inclusive communication.

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Cards presented on Christmas tree were bought on these two pages:

https://www.etsy.com/shop/zingconfetti?dd_referrer=

https://www.etsy.com/shop/chasinglimes

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Participants from the sector of higher education.pptx

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Windmill group recommendations- Posters (AE, VET, SCH)

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Windmill group recommendations- Posters (AE, VET, SCH)

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Examples of inclusion support measures - Windmill group Posters

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Examples of inclusion support measures - Windmill group Posters

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Good practice examples: Poster with notes

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Good practice examples: Poster with notes

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PP Good Practice Example Bartłomiej Kowalik - Jan Dlugosz University in Czestochowa

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PP Good Practice Example Bartłomiej Kowalik - Jan Dlugosz University in Czestochowa

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PP Good Practice Example Dejana Varnica Primary School Josip Matoš

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PP Good Practice Example Dejana Varnica Primary School Josip Matoš

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PP Good Practice Example Laurien Vanbroekhoven - CVO HIK

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PP Good Practice Example Laurien Vanbroekhoven - CVO HIK

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Study visit (SCH) De Kade - BuBaO Spermalie 

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Study visit (SCH) De Kade - BuBaO Spermalie 

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20251118 cvo MIRAS - inclusive educational design

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AE: CVO MIRAS
SCH: De Kade - BuBao Spermalie
HE: SIHO

VET: De Passe r

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TCA Seminar Inclusion and diversity cvo MIRAS .pdf

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Horizon Engelse introduction: https://youtu.be/TUQdNoxsxSQ

Horizon with ondertitels: https://youtu.be/YyhfKsP0JQk

Horizon without ondertitels: https://youtu.be/t9N_FXDJMrI

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Horizon (met ondertitels / with subtitles)

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PP Keynote Dr. Aleidis Devillé & Jasmien Sirfouq

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PP Keynote Dr. Aleidis Devillé & Jasmien Sirfouq

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Presentation Keynote Aleidis & Jasmien.pptx

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I have worked on development of climate literacy cards using easy language to support people with intellectual disabilities in understanding key climate-related concepts. The cards contain simple sentences, clear visuals, and step-by-step explanations of topics such as climate change, pollution, recycling, energy use, and everyday sustainable actions. Each card focuses on one idea at a time and uses accessible vocabulary, high-contrast images, and practical examples from daily life.
The goal of these cards is to make climate education understandable, engaging, and empowering for people with intellectual disabilities, enabling them to participate actively in environmental discussions and make informed choices in their communities.

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Escape Classroom-Sensitising adventure arranged in a classroom

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Escape Classroom-Sensitising adventure arranged in a classroom

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Teaching children between age 6-14 is a real challenge. Never has inclusion and diversity played such an important role than in recent years. Involing all members in school life with different abilities and opportunities needs multitasking where sensitising is a crucial point. As a brainchild I created a sensitising escape room where children can learn and experience through a class adventure disablities, like living with dyslexia, in wheelchair, with learning- and social problems or fleeing from the home country, Ukraine. The escape room can be arranged and carried out in any classroom.

Check it out in three languages:

https://www.canva.com/design/DAGnDskIURA/CaiGVeyQBVIh_ng_4YkPFA/view?utm_content=DAGnDskIURA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h4eedac99cb

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WATCH IT! - Web accessibility tool and checklist: Implementation and tips

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WATCH IT! - Web accessibility tool and checklist: Implementation and tips

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WATCH IT! is an interactive checklist which contains guidelines for the persons creating/posting content on the web sites. It includes guidelines for written and media content, as well as explanations of guidelines through 3 questions: what, why and how.

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WATCH IT! is an interactive checklist which contains guidelines for the persons creating/posting content on the Web sites. It includes guidelines for written and media content, as well as explanations of guidelines through 3 questions: what, why and how.

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Establishing the Role of an Inclusion Officer in a Higher Education Institution: A Practical Guide 

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Establishing the Role of an Inclusion Officer in a Higher Education Institution: A Practical Guide 

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The role of an Inclusion Officer is crucial in higher education institutions (HEIs) seeking to fully implement the principles of the Erasmus+ programme and the European Charter for Higher Education (ECHE). This publication offers insights into the daily work of Inclusion Officers, illustrating the challenges they face and the impact they have on their professional environments. This publication is based on interviews with colleagues working as Inclusion Officers and in similar roles across European higher education institutions. For those who currently lack the resources to do so, the examples provided here can still offer valuable support to international relations staff, teachers, and administrative staff working with diverse student populations.

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This tool provides guidelines on what to consider when organizing an event that is open to everyone. The aim of the tool is also to raise awareness of the diversity of people’s needs in general, not only of the needs mentioned in the tool. Besides general guidelines, the tool covers specific guidelines for people with different disabilities and challenges. It contains 3 parts: before, during and after the event.

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Featured group webinar - Combining eTwinning and Erasmus+ projects

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Stronger Voices, Safer Schools: Heard, Valued, Driving Change – Implementation Guide and Toolkit

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Stronger Voices, Safer Schools: Heard, Valued, Driving Change – Implementation Guide and Toolkit

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This Tool addresses the urgent gap between children’s lived experiences of violence and the limited, often symbolic opportunities they have to shape safer school environments. It equips children, and the adults who support them, with participatory and protective approaches that are not only inclusive, but sustainable over time. The Companion Tool supports:

Child agency: Enabling children to speak out safely and confidently about and act upon the issues that matter to them, especially those often silenced by stigma or exclusion.

Shared action: Facilitating co-created solutions with adult allies who listen, act, and remain accountable.

Cultural change: Promoting lasting shifts in school culture through leadership and ownership that challenge harmful norms and centre children’s voices.

Toolkit: https://childhub.org/sites/default/files/library/attachments/EN_Toolkit%20-%20Stronger%20Voices%2C%20Safer%20Schools%20-%20Companion%20Tool%20I%20%281%29.pdf

Guide: https://childhub.org/sites/default/files/library/attachments/EN_Implementation%20Guide%20-%20%20Stronger%20Voices%2C%20Safer%20School%20-%20Companion%20Tool%20I%20%281%29.pdf

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Outreach recipes: Inclusion and Diversity in Erasmus+

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Outreach recipes: Inclusion and Diversity in Erasmus+

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Roadmap towards active engagement: Inclusion and Diversity in Erasmus+

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Roadmap towards active engagement: Inclusion and Diversity in Erasmus+

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Look at the video and publication: Colour and contrast for people with sight loss https://media.rnib.org.uk/documents/Colour_and_contrast_for_people_with_sight_loss_2020.pdf

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This tool has been designed for schools within the fields of school education (SCH) and vocational education and training (VET) seeking to strengthen their inclusive pedagogical practices through Erasmus+ projects. The tool consists of four comprehensive sections. The first section helps organisations reflect on their knowledge of the strategic framework and Erasmus+ programme opportunities related to inclusion and diversity, while the remaining three sections offer a holistic perspective on the inclusivity of their organisation through self-reflective questions:

1. How well are you informed about the inclusion and diversity strategic framework and programme support mechanisms?

2. Is your Erasmus+ project welcoming?

3. Is your Erasmus+ project designed and implemented to support inclusion and diversity?

4. Are you an inclusive Erasmus+ coordinator?

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CLUE - InCLUsive Erasmus+ tool! - SALTO Inclusion Education

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This tool has been designed for schools within the fields of school education (SCH) and vocational education and training (VET) seeking to strengthen their inclusive pedagogical practices through Erasmus+ projects. It was created by the SALTO Resource Centre for Inclusion and Diversity in Education and Training (SALTO ID ET), in cooperation with CMEPIUS (Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes), the Slovenian Erasmus+ national agency.

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ID Travels: Addressing barriers of young people with fewer opportunities

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ID Travels: Addressing barriers of young people with fewer opportunities

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ID Travels: Addressing barriers of young people with fewer opportunities ||  Video 6

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ON THE TOPIC OF INCLUSION AND

DIVERSITY IN THE ERASMUS+ PROGRAMME

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HOW TO INCLUDE PARTICIPANTS WITH FEWER OPPORTUNITIES IN INTERNATIONAL EDUCATIONAL PROJECTS

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HOW TO INCLUDE PARTICIPANTS WITH FEWER OPPORTUNITIES IN INTERNATIONAL EDUCATIONAL PROJECTS

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Hearing impaired in mobility: a silent revolution for equal opportunities

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Hearing impaired in mobility: a silent revolution for equal opportunities

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Our example of good practice within HMIS2030, under the theme "Hearing impaired in mobility: a silent revolution for equal opportunities", pursues a wide range of short and long-term goals aimed at promoting equal opportunities and inclusion for hearing impaired and disabled students and staff in higher education mobility and internationalisation.

https://hmis2030.at/en/example/detail/4a9b4fef-3e4e-44f4-939c-edac854d831f.html

https://www.youtube.com/watch?time_continue=27&v=W0K4mNf1X_Y

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Pädagogische Hochschule Steiermark

Keywords

- "Barrier-free"

- "Diversity"

- "Erasmus+"

- "Long-term mobility"

- "University of Education"

Short description

Objective

Our example of good practice within HMIS2030, under the theme "Hearing impaired in mobility: a silent revolution for equal opportunities", pursues a wide range of short and long-term goals aimed at promoting equal opportunities and inclusion for hearing impaired and disabled students and staff in higher education mobility and internationalisation. Short-term goals: *) Accessibility: a short-term goal is to ensure that all higher education mobility and internationalisation programmes are barrier-free for (hearing) impaired and disabled students and staff. *) Raising awareness: Raising awareness of the needs of hearing impaired and disabled people to create an inclusive environment. *) Increase participation: We aim to increase the participation of hearing impaired and disabled students and staff in mobility programmes by offering individual support. Long-term goals: *) Full inclusion: we aim to provide equal opportunities for hearing impaired and disabled students and staff to participate in international exchange programmes and benefit from the advantages of global education. *) Promotion of intercultural competence: We aim to promote intercultural competence and understanding of the needs of people with (hearing) disabilities throughout the university community. *) Sustainability: We want to make the example of good practice sustainable in order to have a long-term positive impact on the entire university landscape. We plan to document and publish our experiences to help other universities implement similar programmes.

Framework

The Erasmus+ student mobility project KA131 at the University College of Teacher Education Styria in the academic year 2023/24, which includes the operational implementation for a hearing impaired student teacher of secondary general education with the subject movement and sport and the specialisation inclusion of the "Entwicklungsverbund Süd-Ost", is an example of developing of inclusive educational opportunities in the university context. The framework conditions of this project illustrate how different levels of educational institutions work together to promote equal opportunities in education. *) Academic responsibility (main enrolment at the University of Graz): The close cooperation between the University College of Teacher Education Styria (PH-Steiermark) and the University of Graz in the "Entwicklungsverbund Süd-Ost" ensures that the hearing impaired student has the opportunity to participate in the Erasmus+ mobility programme that corresponds to his academic goals and study focus (recognition). *) Mobility consortium of public universities of teacher education: The formation of a mobility consortium consisting of all nine public university olleges of teacher education, under the leadership of the University College for Agricultural and Environmental Education (HAUP), is a key factor in this example. It enables the efficient financial management and pooling of resources to facilitate mobility for students with disabilities. *) Host university Oslo Metropolitan University (OsloMet): The partnership with the host university in Norway, Oslo Metropolitan University, demonstrates the importance of international cooperation in creating inclusive educational opportunities. The host university has provided the infrastructure and support to ensure that the hearing impaired student can participate in regular classes. *) Operational management: The successful operational management of this mobility project requires close cooperation between the educational institutions involved to ensure that all necessary arrangements are made for the hearing impaired student. This includes the provision of sign language interpreters from GESTU-Graz and technological support. Overall, this example demonstrates the importance of strategic partnerships, collaborative planning and cross-resource support to enable students with hearing impairments to participate in international mobility programmes. It creates the framework conditions for an inclusive university environment and makes a valuable contribution to the implementation of HMIS2030.

Steps/Activities

Erasmus+ KA131 Student mobility of a hearing impaired student.

Impact

The Erasmus mobility of a hearing impaired student has a wide range of effects on the host university, the sending university and the student himself: For the host university (Oslo Metropolitan University): *) Cultural exchange: the host university benefits from an enriching cultural exchange and a diverse learning environment. It has the opportunity to absorb different perspectives and experiences. *) Inclusion and diversity: The integration of a hearing impaired student promotes a culture of inclusion and diversity at the host university. This diversity enriches campus life and creates an inclusive environment for all students. *) Awareness raising: By working with a hearing impaired student, the host university can raise awareness of the needs of people with hearing impairments and promote its own awareness of inclusive education. For the sending university (University College of Teacher Education Styria): *) Equal opportunities and inclusion: The sending university demonstrates its commitment to equal opportunities and inclusion by enabling the mobility of a hearing impaired student. This strengthens the university's reputation as an inclusive educational institution. *) Academic exchange: Cooperation between different universities and the promotion of mobility open up opportunities for academic exchange that enriches the quality of education. *) Cooperation and partnership: Cooperation within the Erasmus+ project and the formation of consortia strengthen partnerships between different universities and promote the exchange of knowledge and cooperation in education. For the hearing impaired student: *) International experience: Mobility enables the hearing impaired student to gain international experience and familiarise themselves with other educational systems and cultures. *) Personal development: The challenges and adaptations abroad promote the student's personal development and self-confidence. *) Professional qualification: The student can expand his professional qualifications and knowledge, which can have a positive impact on his academic and professional future. *) Contribution to inclusion: The hearing impaired student acts as a role model and pioneer for other students with disabilities by demonstrating that mobility and international education can be accessible to all. *) Community networking: Networking between the Norwegian and Austrian communities of hearing impaired students. Overall, the Erasmus mobility of a hearing impaired student leads to a win-win situation in which both the host university, the sending university and the student themselves benefit from the positive effects of inclusive education and international cooperation.

Lessons learned

Our experience in the Erasmus+ student mobility project with a hearing impaired student has provided us with many lessons for the future. Here are some of the most important lessons we learnt: Inclusion is achievable: We learnt that inclusive education and mobility for hearing impaired students is achievable. With the right support and planning, barriers can be overcome. Partnership and cooperation are crucial: Close cooperation between different universities and educational institutions is crucial to create inclusive mobility programmes. Resources and support are required: The provision of resources such as sign language interpreters and technological support is crucial to enable the mobility of hearing impaired students. These resources should be planned and provided well in advance. A strong partner such as the OeAD is very helpful here. Positive impact on all stakeholders: Mobility of hearing impaired students contributes to cultural diversity and awarness and enriches our university. It is a win-win situation for everyone involved. Our lessons learned show that creating inclusive educational opportunities and mobility programmes for students with disabilities is possible. However, they require careful planning, cooperation and a willingness to overcome obstacles.

Notes

This measure was presented at the OeAD University Conference 2023.

Contact person(s) for questions and exchange of experience

Heiko Haas-Vogl,heiko.haas-vogl@phst.at,+43664806756606

Further links to the manual
Hörbehindert und unterwegs: Eine leise Revolution für Chancengleichheit Interview mit David Obermaier (mit Untertiteln und Gebärdensprachdolmetschung)Pädagogische Hochschule Steiermark
Project partner

Pädagogische Hochschule Steiermark

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Pädagogische Hochschule Steiermark - "Barrier-free" - "Diversity" - "Erasmus+" - "Long-term mobility" - "University of Education" Our example of good practice within HMIS2030, under the theme "Hearing impaired in mobility: a silent revolution for equal opportunities", pursues a wide range of short and long-term goals aimed at promoting equal opportunities and inclusion for hearing impaired and disabled students and staff in higher education mobility and internationalisation.

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Developed as part of the ASPIRE4R project, this comprehensive document outlines an approach to fostering positive youth development through peer-to-peer support. Initially piloted in schools in Slovenia and Romania, the Peer-to-Peer Support Model was specifically designed to address the unique challenges faced by Roma students in vocational training (VET) programs.

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3 day key note - background during fair 2

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Summary of all FITA assistive devices

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Study visit - Fortini Learning Support Centre

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Study visit - Fortini Learning Support Centre

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Study visit Raisa Mifsud fortini study visit.pptx

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Day 2. good practice - san miguel febres cordero reading is fun presentation - Copy.pptx

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2. day_ good practice Snjezana kovacevic.pptx

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Maybe it will be different abroad. Student and Staff Perspectives on Diversity and Inclusion in student exchanges

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Maybe it will be different abroad. Student and Staff Perspectives on Diversity and Inclusion in student exchanges

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Report on the Needs of Beneficiaries on the Topic of Inclusion and Diversity in the Erasmus+ Programme

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Report on the Needs of Beneficiaries on the Topic of Inclusion and Diversity in the Erasmus+ Programme

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1 day_ keynote speakers Maria PISANI.pptx

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Day 1. Keynote speech Monika_Auzinger.pptx

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MARGINALISED YOUNG PEOPLE

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Main topic of the seminar was inclusion and diversity and specific focus was put on participation of people with fewer opportuniaes across various project stages. Seminar was based upon a combinaaon of formal and non-formal educaaon approach. It consisted of panel discussion, keynote speeches, good pracace presentaaons, study visits and small group workshops.

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We Are Here – A Child Participation Toolbox

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We Are Here – A Child Participation Toolbox

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Supporting the growth of Students as Leaders

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Supporting the growth of Students as Leaders

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The first publication, Supporting students as researchers: making a difference to your school, explores how teachers can enable students to communicate their views about learning and teaching and to take an active role in the school improvement process. This publication, Supporting the growth of students as leaders: a student/teacher partnership approach, continues to support students as active participants in leading learning within their school, developing and deepening their ability to influence policy and practice.

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Enabling students to participate in school improvement through a Students as Researchers programme

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Enabling students to participate in school improvement through a Students as Researchers programme

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This article explores students' potential to make a difference to their school through a Students as Researchers programme. It begins by discussing the impetus for the current increase in student voice initiatives in schools. It continues the debate around issues of student empowerment and students' identity as change agents through an analysis of the development of a Students as Researchers (SAR) programme designed to support school improvement. The article investigates the possibilities for impact offered by a stepped approach to the student research process, early planning for impact and a strong student/teacher partnership.

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77 innovative solutions from 43 countries that remove barriers for persons with disabilities in the fields of Inclusive Education, and ICT.

“The innovations of the Zero Project Awardees vary in their approaches and the fields they target. What unites them is a solution-oriented mindset towards removing barriers. Through their demonstrated practices, they also have answers for some of the most urgent challenges related to disability inclusion in these times of multiple crises.”

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The Zero Project Awardess 2024 | Inclusive Education, and ICT | #ZeroCall24. For a world with zero barriers.

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Finding a place in modern Europe: Mapping of Barriers to Social Inclusion of Young People in Vulnerable Situations

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Finding a place in modern Europe: Mapping of Barriers to Social Inclusion of Young People in Vulnerable Situations

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Study visit at FER: ICT-AAC application examples

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Study visit at FER: ICT-AAC application examples

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Ana Radović, Faculty of Electrical Engineering and Computing, Croatia

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Study visit at FER: Good practice HEI example

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Study visit at FER: Good practice HEI example

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Jurica Babić, Faculty of Electrical Engineering and Computing, Croatia

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Study visit at FER: Assistive Technologies and Alternative and Augmentative Communication (ICT-AAC)

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Study visit at FER: Assistive Technologies and Alternative and Augmentative Communication (ICT-AAC)

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Željka Car, Faculty of Electrical Engineering and Computing, Croatia

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Study visit at FER: Gender equality presentation

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Study visit at FER: Gender equality presentation

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Davor Petrinović, Faculty of Electrical Engineering and Computing, Croatia

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Study visit at FER as part of the seminar „Embrace Inclusion and Diversity in your Erasmus+ Projects!“

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Study visit at FER as part of the seminar „Embrace Inclusion and Diversity in your Erasmus+ Projects!“

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Presentation - Josip Luša SALTO Inclusion and Diversity (E&T) Agency for Mobility and EU Programmes

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Presentation - Josip Luša SALTO Inclusion and Diversity (E&T) Agency for Mobility and EU Programmes

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Results of URIHO Erasmus+ project (links in document)

1. A curriculum for training on methods and approaches to teaching persons with disabilities in non-formal adult education.

2. A curriculum for training on the application of assistive technologies in non-formal adult education.

3. A comprehensive Handbook on the integration of persons with disabilities in non- formal adult education.

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This presentation is bigger than Padlet allows but you can find it at the link for downloads.

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All photos taken are in one drive: https://1drv.ms/f/s!AvbB_GVPafhUgsA3xlT_GGjqMvgQEQ

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Handbook on the inclusion of persons with disabilities

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Handbook on the inclusion of persons with disabilities

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Promoting diversity and inclusion in schools in Europe

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Promoting diversity and inclusion in schools in Europe

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Seminar „Embrace Inclusion & Diversity in your Erasmus+ projects“ was organized as part of the Long-term activity (LTA), within Training and Cooperation Activities (TCAs). The National Agency for Mobility and European Union Programmes developed the seminar in partnership with NA’s from Austria, Estonia, Finland, Malta, Romania and

Italy.
Seminar was organized in a hybrid format and gathered 71 participants (54 onsite; 17 online) from 18 different countries (Austrija, Estonia, Finland, Malta, Rumania, Italy, Croatia, Germany, Luxemburg, Latvia, Netherland, Poland, Macedonia, Turkei, Serbia, Slovenia, Belgium, Chech republic). Participants were Erasmus + beneficiaries (K1 and K2) in the fields of SE (19 participants), VET (16 participants), HE (12 participants) and AE (24 participants) that had experience or an interest in inclusion & diversity topic. Participants were representatives of organisations that have experience in delivering projects related to inclusion and diversity.
Outputs from small and big group discussions have been collected and are presented in this content report.