Context and background:Statistics show that Young Adults with Autistic Spectrum Disorders face greater difficulties than their peers in the transition to employment. Not only do they have more difficulty finding a job but, more generally, this phase represents a moment of particular risk for them, characterized by increased isolation, heightened symptoms (especially for mental health issues), depression, higher suicidal risk, etc.At the same time this transition is a particularly difficult phase to support for Transition Coaches who often do not have the necessary skills. For Companies, hardly opening the door to the inclusion of YAASD. For families and the community in general, facing a complex change in their role and task that they often fail to manage.TransitAction Objectives:To support YAASD in their transition to Employment, the project aims to achieve the following results:1.Transition Coaches have more effective skills and tools to support YAASD in their transition;2.YAASD have more tools to deal with the transition and are actively involved in this process;3.Companies are more open to employ YAASD and the co-workers are more prepared to integrate them.4.Families, volunteers’ associations and the community in general are better prepared for the transition and capable of managing in a positive manner the changes for their role.Activities:•A research on good practices supporting the transition of young adults to employment is implemented;•A needs analysis on Transition Coaches needs is implemented;•A research on existing digital tools supporting the same transition is implemented;•An Online Platform (I.O.1) collecting the content of the previous two activities is developed.•A training course for Transition Coaches is designed and developed adapting the content of the Online Platform;•A training course is delivered to 17 people (12 Transition Coaches and 4 Peers and one evaluation responsible) through mutual learning;•A feedback analysis on trainings is released;•4 pilots (5 months each) are implemented at national level to test the effectiveness of the training content;•A 2nd Training course, complementary to the first one is delivered considering the feedback from the first 4 pilots;•Further 4 pilots are implemented;•A feedback analysis on the pilots is released;•E-learning modules for Transition Coaches supporting Young Adults with Autistic Spectrum Disorder in their transition to employment is delivered, made available in 5 languages (Dutch, English, Greek, Italian, Slovenian) and uploaded on the Online Platform.Number and profile of participants:TransitAction plans to train 12 Transition Coaches and 4 Peers during the trainings; subsequently, during the field tests, the project expects to involve at least another 18 Transition Coaches and to test the training contents with at least 20 YAASD for each service provider and the school. In total, the project therefore plans to involve at least 24 people, between Transition Coaches and Peers, and at least 80 YAASD.With the aim to support co-production, training participants will also be indirectly involved in other project activitiesMethodology:In the awareness of the complexity of the transition of YAASD to employment, TransitAction has a 360-degree approach. The researches implemented will allow us to gather the best existing practices and tools effecting the context. The field of research will not be limited only to YAASD but to all stakeholders involved in the transition, in compliance with the complexity mentioned above. Specific focus will be given to the search for digital tools as they are now considered more necessary and effective than ever.On this basis, a group of Transition Coaches will be intensively trained. Furthermore 4 pilots will be implemented twice (5+5 months) to allow real and incisive feedback on the final formulation of the training modules. Research, training, testing and feedback will therefore be interrelated and enclosed in a virtuous circle.To ensure that the input of the YAASDs themselves is sufficiently taken into account, Peers are involved throughout the whole project.Results, impacts and long term benefit:The Online Platform, through its translation software, will available in multiple languages. The Training Modules will be available on the Platform in 5 languages (English, Dutch, Greek, Italian, Slovenian). Dissemination events of the project results will be held in Greece, Spain, Belgium, Italy, Slovenia, Ireland. This way, both I.O. will be known at European level and could be used internationally, leading to a real improvement in the support to YAASD transition. In the long term, the project will generate, among other things:•Enhanced YAASD labor inclusion;•Stronger financial independence of YAASD;•Enhanced social role and inclusion YAASD in the community;•Decreased economic / social cost of YAASD support;•Better quality of life of YAASD and families.

<< Background >>The VOLT (Video Online Learning and Training) project responds to an ongoing need for inclusive and accessible digital learning opportunities; a need that became all the more apparent during the periods of COVID-19 lockdown. The project aims at creating training resources for staff and learners in VET services for people with disabilities. VET service need to equip their staff with the knowledge and digital skills needed to quickly adapt to online training and to use digital learning environments. In order to digitally transform their services, they need tools that cater for the abilities of people with psychosocial and intellectual disabilities. In this way, they can continue providing inclusive programs to learners without excluding them from the plethora of online tools that usually require an adequate level of digital and literacy skills. The familiar but powerful learning medium of videos will be utilised to create a learning platform easily accessible by all. The innovation of this project is utilising the simplicity of video learning and implementing this familiar and motivating teaching tool in distance learning in a digital environment with all the necessary accessibiliity features.<< Objectives >>The objectives of the VOLT project are to:• Develop basic digital skills and competences in VET staff providing services to people with disabilities so that they can implement online, blended and distance teaching and training.• Equip VET staff in disability services with knowledge and skills based on the Universal Design for Learning and the Video Modeling methodology. Training staff and creating user-friendly tools will be motivating and will facilitate the provision of inclusive learning opportunities for learners with challenges accessing text-based materials. • Provide VET staff with knowledge, tools and training resources to train learners with disabilities in basic digital skills so that they can continue to engage in the education and training process when distance learning is required.• Train learners to acquire basic digital skills, using easily accessible and inclusive tools and tachnologies, so that participation in online, blended and distance teaching and training is possible.• Engage learners in the use of digital tools by producing video content for the VOLT Online Learning and Training platform. The co-production of videos will motivate the learners to actively engaging in digital training processes. • Create the open license with no-fee access VOLT Online Learning and Training platform, which will include videos modelling curricular, personal and work-related topics.• Improve the digital education and training readiness of VET services.<< Implementation >>A needs analysis will be comprised of defining the baseline of VET staff and learners’ digital skills and video skills. The European Digital Competence Framework will be used as a reference and a task-oriented questionnaire on video skills will be created. The needs analysis will also include the identification of good practices and existing digital tools.Based on the results of the needs analysis, the partners will create the following resources:1. Guide for VET staff: Teaching and Training through Videos in distance learning.2. Toolkit for vocational trainees: Learning through Videos.3. VOLT Online Learning and Training platform.These resources will be used in the training activities that will involve training 14 staff members as VOLT Ambassadors who will then train 15 VOLT Pioneers per partner organisation. The VOLT Pioneers will support the implementation of the project results and train the learners using the Toolkit to improve digital skills and access to the VOLT Platform. The training and support materials will be available online in 4 languages (English, German, Greek, Spanish). At least 40 videos will be created during the implementation period of the project. The VET staff trained as VOLT Pioneers will produce the videos to be uploaded to the VOLT Platform, ensuring that all the functions and accessibility features are available. The videos will be in easy-to-understand language, with closed captioning and have the ability to embed a pop-up with sign language. Co-production and video modelling techniques will be used to further engage the learners. They will participate in creating videos for the VOLT Platform based on their preferences. Evaluation activities will be an ongoing process throughout the project and information from feedback from all participants will be incorporated into the final versions of all project results. The launch of the VOLT Platform will be an online EU level dissemination event that will provide useful feedback and suggestions for improvement to be incorporated into the platform. The National and European dissemination activities will ensure that the project outputs and results reach a wide relevant audience.<< Results >>The VOLT project intends to promote the digital transformation of VET services by developing digital skills in staff and learners. Staff will improve their capacity to create inclusive and accessible digital learning opportunities for learners who cannot access text-based online tools. Overall, digital skills and competences will be improved, for both staff and trainers, enabling them to use other digital technologies, products and services beyond the scope of the project.The Needs Analysis results will highlight the barriers and needs of staff and learners in using digital technologies.The “Guide for VET staff: Teaching and Training through Videos in distance learning” will provide VET services with quality training materials for staff, where the content and approach responds to staff’s needs and expectations.14 staff members will be trained as VOLT Ambassadors. They will train 15 VOLT Pioneers per partner organisation, amounting to 60 VOLT Pioneers across all partners. The total number of learners participating in the implementation of the project results is 300 learners.Staff will gain knowledge and skills and be equipped with a practical guide to use in implementing online and distance teaching and training in order to cater for the needs of all services users and especially those from the most disadvantaged groups.The “Toolkit for vocational trainees: Learning through Videos” will assist learners to develop digital skills. The familiar medium of videos will motivate them to engage in learning and provide a means to practice and reinforce knowledge and skills in their own time.The project expects to create an accessible online learning and training platform where trainers can upload content covering a wide range of topics presented in video format. The videos created during the project will be the beginning for this online tool, as it is expected to be maintained in the future with the addition of more videos after the end of the project.The project aims at making a long-term impact on the participating organisations by increasing their digital capacity and readiness. They will have the Guide for VET staff and the Toolkit for Learners to use to train digital skills in the future with new staff and learners.Through the dissemination activities and the open access nature of the VOLT platform, the project aims at reaching a wide audience and making an impact on other VET organisations providing services to people with various disabilities. The project results will have high transferability potential to staff and learners from other organisation and VET services. It is hoped that the platform will have wide-reaching applicability, use and future contributions from learners and staff outside the partnership.

<< Objectives >>- Improve quality of services in VET for people with a disability and beyond- Raise awareness & improve knowledge of staff about initiatives, trends and key topics in quality of services & quality assurance; links between quality services, rights & quality of life; perceptions of people with disabilities about quality of services; increase quality culture & quality behavior of staff in service providers.- Promote mutual learning among staff, improve implementation of quality assurance system.<< Implementation >>Mapping of research/publications on quality-related topics and assurance in VET/the social sector; including EU and UN initiatives, and on QoL, rights; drawing out key topics.Focus groups with PWD, their families, staff about the meaning of quality in the servicesOnline manual to upskill staff, addressing key principles and issues; assess quality assurance in their organization; to do a self-assessment of their quality processesRecommendations for the improvement of quality assurance schemes<< Results >>Comprehensive mapping, feeding into user-friendly e-booklet on quality assurance, rights-based approach, quality of life; tool for self-assessmentConclusions from focus groups including PWDStaff with improved knowledge in these areas & cultural & linguistic skills; improved VET service qualityDissemination strategy & activities Increased awareness/understanding of topics addressed among partners of partners & other stakeholders Input into Framework for social services of excellence for PWD

"VET and Community Care services involve thousands of people with disabilities in Europe. Consequently, the impact that VET have on the quality of life of people with disabilities is of fundamental importance and has to be taken into consideration as a key element when addressing this issue.However, this analysis does not find space in the activities of the VET and Community Care providers, thus reducing their positive impact on QOL of PWD. This main problem is generated by 3 main factors:1: The concept of QOL and the indicators to measure it change fast and measurement tools get outdated soon.2: Professional skills and tools of VET and CC providers’ workers on the topic of QOL are often incomplete and often don’t take into consideration the input of PWD themselves.3: The impact of VET and CC provision on QOL of PWD is difficult to measure.QOLIVET Objective and results:•Main Objective: Better QOL of life of PWD;•Result 1: Tools and competences are updated frequently and keep up with QOL constantly changing topic;•Result 2: Tools innovation and professional skills are supported and take into consideration the input of PWD;•Result 3: The impact of VET and CC on QOL of PWD is easier to measure.Target Group: People with Disabilities, specifically the ones that benefit from VET and Community Care provision (regardless of their ability, gender, age, cultural level, etc.)Activities and deliverables1. Research and Analysis at national and EU level;2. Good Practices Guidelines production: Leading to the development of I.O.1 Good Practices Guidelines on Vet and Community Care service provision;3. Training Course development:Leading to I.O.2: Online Training Course on Quality of Life Impact of inclusive Vocational Education and Training and Community Care;4. ONLINE QOL Portal development:Leading to I.O.3: Quality of Life portal;5. QOL Impact Assessment Tool development:Leading to I.O.4: Quality of Life Impact Assessment tool (I.O.4).Profile and number of participants:•VET and CC specialists: they will have to: introduce newly acquired skills in their daily work, disseminate the content of the trainings within their organizations, etc.;•Middle management staff: Decision-makers at operational level, so that the innovative solutions and digital tools, can more easily lead to a structural change; •End users (PWD): In compliance with the principle ""Nothing about us without us"", their involvement is expected in all the most important phases of the project.•ICT expertsThe project will implement 3 Training Events in which a total of 42 participants from the above mentioned groups will attend.Methodology:QOLIVET involves VET and CC provision simultaneously, as the methodology allows to adapt the tools and project outputs to both fields with the same effectiveness. At the same time, the project plans to involve mainstream VET providers, for a a more complete and richer feedback regarding the efficacy and transferability of the outputs.The project activities are designed to ensure that an iterative process of learning and development informs the production of the intellectual outputs. The project starts with a transversal activity, Research and Analysis, which cuts across and provides an evidence base for all other project activities. It leads to the first draft of the Good Practice Guidelines (I.O.1) that will be subject to expert peer review prior to publication.An Online Training Course on Quality of Life Impact of inclusive Vocational Education and Training and Community Care (I.O.2) is developed, aimed at managers and front-line staff in VET and CC providers, disability representatives and program evaluators.While I.O.1 and I.O.2 are developed, the Quality of Life Portal is implemented, preparing it to host all project’s I.O.s and external resources and the QOL impact assessment tool (I.O.4). The tool provides both staff and participants the opportunity to rate a VET or CC service on the same items. Impacts and long term benefit:•Improved professional competences, both theoretical and practical of participants and project partners•Improved quality and effectiveness on VET and CC intervention at EU level;•Better support to PWD social inclusion, impacting directly on PWD families, Volunteers and Community associations, etc. •Better CC provision, impacting on the community texture in general, reinforcing the role and contribution that PWD.•Greater contribution of PWD in society, enhanced labour inclusion and economic self-sufficiency, decreased discrimination against them.•Reduction of social exclusion in a particularly fragile category and at risk of becoming NEET. •Increased mutual understanding between community and PWD, helping improve general attitude towards socially less integrated categories, not just PWD•At policy level, increased knowledge of decision makers and support the introduction of better policies in the of QOL for PWD•Better QOL of PWD."