The project applied for by the Malta Federation of Organisations Persons with Disability (MFOPD) involved 5 other participating countries across the EU – Belgium, Finland, Greece, Northern Ireland and Sweden. This 3 year project started in September 2017 and should have ended in August 2020. Due to the COVID-19 pandemic, a force majeur situation was in force with the project given an extension of another four months. The project ended in December 2020. The objective of this initiative was to create a set of modules to assist persons with an intellectual disability to engage in independent living. This objective was achieved. The project focused on the current need to enhance communication, literacy and numeracy skills of persons with an intellectual disability so as to have the means to be fully integrated within the social and economic national frameworks and also to be able to realize their inherent rights for independent living.This project created six (6) Modules focusing on improving the communicative, literacy and numeracy skills of persons with an intellectual disability (i) living on their own; (ii) living with immediate or extended families; and (iii) living in residential/communal homes. The developed Modules reflect the different needs of the mentioned categories of this project's target group. The Modules created by this project are the following: Household, Community, Health, Mobility, Work and Leisure. The activities of this project were: 1) The Research 2) The Development of the six Modules 3) The Pilot Activities (testing of the Modules) 4) The Multiplier Event Enhancing our target group's communication and other skills were seen throughout the project in the context of providing this group with the necessary tools for integration within society and for stratification betterment of the individuals in question. The project also segmented the various groupings related to persons with intellectual disabilities in order to fully pinpoint the specific needs of the target groups. Following the completion of the Modules, each participating organisation should have provided training to a specific number of persons with an intellectual disability by using the methodology included in each particular Module. By the end of this project, by means of this system, the participating organisations were to test the Modules and at the same time provide training to a total of 360 individuals with an intellectual impairment.The COVID-19 pandemic came unexpectedly and unfortunately left unexpected negative marks on the project. It came in force during the last year of the project, exactly at the testing stage of the Modules. The Modules created focus on the communication, literacy and numeracy skills of persons with an intellectual impairment and this vulnerable group was badly hit by the pandemic situation. They were isolated, constantly social distanced and kept within the walls of their homes / residences. This situation meant that the testing of the Modules could not happen according to and with the number of participants with an intellectual disability as asked for by the project by the respective partner organisations. Moreover, the multiplier event had to be organized and held virtually.All the project’s information and Modules can be accessed free of charge on the link https://www.mfopd.org/linc-life

The recent lockdown due to the COVID pandemic has highlighted our reliance on virtual means for staying in touch, continue learning and also working. Critically, it has also thrown into sharp definition the issues of digital exclusion and the lack of digital readiness for educators. This has been a specially challenging situation for the population who lack basic digital skills like the people with mental health challenges, cognitive disorders or/and especial learning needs, and thus, for the professionals targeting them.Distance learning massively activated during this Covid-19 crisis revealed the limited autonomy of people with disabilities, in particular with intellectual, learning and /or psychiatric disabilities, in the use of available technologies. This situation increased the inequality in the access to the training proposals and the marginalization and isolation of those groups, with heavy repercussions on their well-being and in their possibility of playing an active role in society, because also their distance to the labour market is getting increased.Statistics show that people with disabilities are more exposed than others to unemployment and social exclusion. It is proben that labour market inclusion has a positive impact on social inclusion and that by including people with disabilities, companies, individuals and society at large all win. The role of Job Coaches has become key to support the job inclusion of this vulnerable groups. Job coaches have the task of accompanying the client in job search and in the subsequent reintegration path. But during the recent lockdown educators, VET mentors and job coaches working with people with disabilities have found a lot of challenges to continue delivering career advise and job coaching to their target group due to three main issues:1. A lack of digital competences for mentoring and job coaching on-line.2. Scarcity of digital job coaching tools and methods.3. The digital gap in the access to on line services by people with disabilities.WORK@BLE project tackles these three challenges faced by people with disabilities and the VET mentors/job coaches working with this group to enable then and the professionals to recieve and deliver the job coaching services respectively, by these means: 1. Training job coachers in the use of digital job coaching tools.2. Developing an innovative digital coaching toolkit and a friendly platform tailored to the needs of the target group. (IO1)3. Developing an educative digital e-Scape Room for assessing job skills (IO2)The two outputs are tailored to the digital needs of the target groups. Professionals could undergo their job coaching on line to people with learning difficulties and limited digital skills. The latest will not only improve their employability but also will train their digital skills by using the platform and the e-Scape Room. WORK@BLE exchanges good practices and identifies innovative job coaching tools in order to digitalize them, trains jobcoaches and VET mentors working in the field of people with disabilities, and also creates a friendly job coaching platform and a digital Scape Room to assess job skills. Everything accessible for the final target group and thus enabling the coachers delivering e-coaching. In few words, WORK@BLE breaks down digital barriers and promotes the access to labour market and to autonomous active living to disadvantaged groups.

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.

Persons with intellectual disabilities (PwID) & Persons with mental health conditions (PwMHC), like any other human being, have sexual desires, need affective relationships & freedom to express their sexuality. In this regard, the UN Convention on the Rights of People with disabilities (UNCRPD), ratified by the European Union, states that People with Disabilities have the same human rights as everyone in all areas of life. These rights include rights related to sexuality. However, commonly, people with intellectual disabilities & mental health conditions have lacked an integral sexual education & support to help them in their sexual lives. This context is slowly changing. Policy makers & key stakeholders are becoming increasingly aware of the importance of addressing the sexuality of PwID & PwMHC as an inherent right. However, in spite of the fact that lot of excellent educative material has been produced to raise awareness & train with regards to sexuality it seems to have had a low impact so far with regards to how PwID & PwMHC are actually able to practise sexual activities & express their sexuality in whatever way they choose. The SMARTS Project (Supporting Me About Rights to Sexuality) is devoted to filling this gap, between knowledge learnt & practical implementation. This will be done through 2 perspectives: 1) By promoting Active Supported decision making (SDM) in real life contexts in the field of sexuality & 2) by promoting the Implementation of specific policies & procedures from support service organisations to better address sexuality issues. SMARTS will have a duration of 36 months and be implemented by an international partnership of 5 organizations with complementary expertise from the following countries: Spain (Astres Foundation), Portugal (Associacao para a recuperacao de cidadaos inadaptados da lousa (A.R.C.I.L), Greece (Theotokos Foundation), Belgium (European Association of Service Providers for persons with Disabilities-EASPD) and the UK (Social Care Training ltd). The project will have 2 main target groups: 1. Care providers supporting PwID & PwMHC. 3 profiles: 1) Family members 2) Professionals & staff members 2) Support provider organizations 2. Adults with intellectual disabilities & mental health conditions who wish to exercise more control over decision affecting their daily sexual life. Specific objectives:1.To better identify support needs of PwID & PwMHC in the field of sexuality.2. Develop skills of PwID & PwMHC & care providers to make supported decisions in the field of sexuality3. Capacitate care providers to implement practical support in the field of sexuality. 4.To create user-friendly resources for PwID & PwMHC to better address their rights with regard to sexuality.5. Raise awareness on the need & available means to address SDM in the field of sexuality for PwID & PwMHC6. Advocate at EU & local level on the importance to address sexual support for PwID & PwMHCThe project will produce 6 complementarily outputs: 1.UNCRPD compliant guidelines on SDM on sexuality issues for people with intellectual and psychosocial disabilities-Guidelines for professionals and staff members2.UNCRPD compliant guidelines on SDM on sexuality issues for people with intellectual and psychosocial disabilities-Guidelines for family carers3.Policy & practice guidance on sexuality for service providers4.Awarenes Toolkit for PwID and PwMHC5.Training course for caregivers6.Policy recommendations3 rounds of LTT activities will be implemented to train users in the SMARTS materials. Project materials will be also tested and reviewed in subsequent pilots implemented at local level by service provider organizations members of the SMARTS partnership.Expected results are: PwID & PwMHC feel more empowered to make decisions with regard to their sexuality and supporters will feel better equipped & skilled to support decision making after using the SMARTS materials, service managers feel better equipped to assess & address procedural changes to better support the sexuality rights within their services.Expected long term impacts of the project are increased general openness & positive attitude to address the ( still often sensitive) topic of sexuality of PwID & PwMHC both by users & supporters, The SDM approach is increasingly accepted by professionals, support organizations & users themselves as the appropriate strategy to address & implement the rights of PwID & PwMHC with regards to their sexual needs, wishes & expression in accordance with the UNCRPD principles, Key organizational procedures proven positive to support sexuality of PwID & PwMHC within a variety of support services are progressively accepted & integrated by organization managers.

<< 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.