Inclusive university – a set of tools dedicated to HEI for better respond to disabled student’s needs project will be implemented by international consortium of partners – HEI and NGO in the period between 01.09.2019 – 30.09.2021.the process of social cognition helps to select, interpret, remember and use information in order to make judgment and decisions on social world (Aronso, Wilson, Akert 1997). Such activity bases on simplification. Very often it deforms the image as it enables to create wrong opinions on other people, categorizing them and even creates stereotypes and prejudices. According to researches on stereotypical approach to disabled people, disabled person is: weak, withdrawn, frightened, failure-liable, unsuccessful, help and support needed rather than being treated like a partner. Due to the fact those stereotypes emphasize wrong, inadequate specifics of disabled people, they influence interpersonal reactions and social contacts. Our project’s main aim is to break this approach and build the image of disabled person as an equal member of university society. Our proposition is to launch “Inclusive university” project, which main aim is to contribute to improve the situation and functioning of students with disabilities at University. Taking into consideration year-by-year increasing number of disabled students at European Universities, we would like to develop a set of tools dedicated to HEI for better respond to special needs of disabled students.Goals of the project are to:-Equip didactics, academic teachers with the knowledge on how to organize and coordinate education processes for students with special needs and disabilities, with the use of modern technologies-Support academics on how to diagnose and develop educational programmes responding to needs of disabled students-Tailor education strategies and methods to different types of disabilities: blindness, deafness, mental disorders, autism, socially awkward, other difficulties-Raise awareness of university community (didactics, administratives and students) on the presence of disabled students at the university-Increase the quality of studying and feeling of self-confidence of students with disabilities-Increase the quality of teaching by developing new approaches in teaching programmes including the concept of universal designDuring implementation of our project 3 main intellectual outputs will be developed:Output 1 – Publication dedicated to academics on how to teach disabled students with different disabilities.Output 2 – Training programme – raising awareness of university staff (didactic and administrative) and students on the presence of disabled students at the universityOutput 3 – Training course for students - universal designThe consortium consist of HEI from Poland, Slovenia and Cyprus and NGO from Poland. All partners are experienced in the field of international cooperation on innovative products. Impact of the project (in short):-Academics will have opportunity to learn how to incorporate new methods to their work and increase its quality and have opportunity to learn how to make their everyday classes more interesting and understandable for disabled students-Administrative staff will have opportunity to learn how to professionally deal with students with disabilities and raise their awareness about needs of students with disabilities-Students will be equipped with knowledge and competences enabling them to be more open and helpful in cooperating with their peers that have special needs. The project and its outputs will contribute to increase the openness and feeling of solidarity.-Universities will be more open, inclusive and friendly places for students with disabilties

Young people are still not properly prepared to enter labour market. In spite of many reports listing soft skills and competences mostly required by employers, in spite of closer cooperation between schools and companies, in spite of many tools and method available for young people wanting to gain soft skills. So, where is the problem? Dr Helen Soulé, executive director of the Partnership for 21st Century Skills (P21) says ”..these new types of soft skills cannot be taught in isolation but must instead be suffused throughout the curriculum.” Nowadays, universities understand their task in the process of shaping soft skills of students. Soft skills courses are very often part of the study programs. But apparently, this is not enough. Andreas Schleicher, director of the OECD’s Directorate for Education and Skills, highlights, that soft skills can be taught through the traditional subject base—often more effectively than when they are self-consciously administered as a separate focus. What can be solution for that? The best solution – to incorporate teaching of soft skills to programs of regular subjects taught by academic teachers. What is the problem with such strategy? Not all teachers are prepared for that. Most of them are researchers busy with research work, and when they started their teaching job – they were not required to be responsible for shaping soft skills of students. We would like our project to contribute to change of this situation. Having the awareness that high quality of teachers’ skills results in high quality of skills and competences of their students, we would like to develop system of tools helping academic teachers to be more successful in shaping of soft skills and competences of their students. Our goals: - Equip academic teachers with skills and knowledge allowing them to shape soft skills of students during regular classes - Change attitude of academic teachers and encourage them to support students in gaining soft skills - Support teachers in the process of making their work more efficient and increase its quality - Create an academic environment friendly with teachers' professional development towards increasing the efficiency of work with young people - Develop tools widely available for academic teachers who want to improve their skills - Initiate, in academic environment, discussion about possibility and advantages of shaping soft skills of young people during regular classes Our outputs: O1 – Publication for academic teachers. Publication containing directions and advices about how to improve quality of teaching O2 – Courses for teachers. We prepared 4 courses for academic teachers. The aim of these courses was help teachers combine standard teaching programs with new, attractive attitudes

The career aspirations of young Deaf people do not differ from hearing youngsters. However, the obstacles that they need to overcome so that to achieve their professional goals are much bigger. Nowadays, we can observe many activities directed to young Deaf people, aimed at helping them to overcome language barriers. Unfortunately, most of these activities are focused on rehabilitation of Deaf young people (helping them to improve hearing abilities), teaching them the language of the country in which they live, or teaching hearing people sign language. All of these activities are very helpful. But the Deaf young people, that we (and as it turned out – our partners as well) discussed with, have mentioned one thing that lead us to preparation of this project. They pointed out that communication barrier results in lack of information about how this “real” world of hearing working people looks like and how the real co-existing of hearing and Deaf people goes on daily basis. Most of us is afraid when we have to go to new school or job. Thoughts as “will I fit there?” “will I understand what I have to do?, “will they accept me?”, “will I manage to fulfil my duties?” – are much more concerning in the case of Deaf person. The second thing that we were told is that Deaf young people want to enter “hearing” labour market, so they want to get to know its rules. They want to receive information about how to enter and function on this labour market – information adjusted to their needs but still based on information which their hearing colleagues receive while starting professional life. Our project and prepared results are directed to young Deaf people, and to career advisors who work or would wish to work with Deaf young people. We would also like our project to have influence on the people from the environment of young Deaf people and show them that it is worth to support Deaf person in his/her professional aspirations. The main objective of our project was to change attitudes of young Deaf people, help them to believe that they can have influence on their professional development and are able to overcome obstacles in order to function in every professional environment they choose to be part of. We also plan to: •Increase job-opportunities for young Deaf job-candidates in the regular job market. •Encourage young Deaf people to do their best to start independent work-life in regular job market. •Give young Deaf people tools helping them enter the labour market. •Help young Deaf people to overcome obstacles in effective professional development and entering the labour market We planed to do it by: 1.development of a set of tools helping and guiding young Deaf people in the process of entering the labour market (translated into their languages); 2.giving young Deaf people information about how to define what skills and competences they already have, and about how and where they can improve them; 3.giving young Deaf people information about which skills and competences are mostly required at the labour market; 4.showing them how the reality of working with hearing people looks like; 5.encouraging career counsellors to reach Deaf young people and help them to enter labour market effectively (by give them tools and instructions about how to work with Deaf)

Internationalization and increasing the attractiveness and competitiveness of European universities on the world stage is one of the most important goals guiding the creation of the European Higher Education Area.To achieve this goal, however, active and committed participation of the employees of these universities is needed. Meanwhile, unfortunately, employees of many European universities are not interested in participating in this process or are very reluctant to participate in it. Only a small percentage of employees of European universities show initiative in working with foreign students, applying for foreign grants for research and scientific work, publishing the results of work in international magazines, trips to foreign universities to conduct research and work with students, or participation as hosts during study visits from other countries. This is obviously not a problem for all European universities, but unfortunately there are still many.The main goal of the project is to increase the interest of European HEIs employees in participating in international activities implemented by their universities by developing a set of tools and guidelines dedicated to HEI staff until end of project. Materials developed under the project will be directed to HEI authorities on the one hand - giving them real and practical tips on how to motivate employees, and on the other hand to employees - helping to overcome barriers that inhibit their participation in international universities.During the implementation of the project, following activities are planned:1. Surveys among the HEI employees from countries participating in the project. An online survey containing questions about the motivation to participate in various international activities carried out at the HEI where they work, as well as questions about the most important factors preventing individuals from participating in such activities. Based on surveys, a report with results in individual countries will be prepared. Report will also contain a comparative analysis of motivation in individual countries.2. Desk research on the best practices in motivating employees to participate in international activities carried out by their universities. In each project country, experts will select 5 universities where the largest percentage of employees take part in international activities. Then, systems that motivate employees to international activity will be analyzed.3. Preparation of the publication. On the basis of the results of research under O1, a publication will be prepared, which will contain research reports under O1, as well as a set of guidelines for HEIs authorities on how to encourage and motivate employees to actively engage in international activities implemented by the university. Publication in the languages of all partners, available online.4. Preparation of training materials dedicated to employees of universities. On the basis of research on the factors that most often prevent HEI employees from engaging in international activities of the HEI (other than the lack of time and resources), training materials will be developed in order to help overcome these factors.We plan to organize training for people representing universities from each country participating in the project. These will be the persons responsible at their universities for recruiting employees for international activities - training, internships, trips to study visits, binding foreign guests, scientific research, project implementation, etc. During the training, each group (the group is employees of one HEI) will also work on developing a strategy to motivate employees in their institution. A strategy tailored exactly to the situation and conditions at the HEI. After the training they will be available online so that other universities can use them.Main results planned under the project are: • report from the research conducted under the project (report will contain information from survey filled by employees of universities from project countries. They will be asked about reasons for their low interest in international activities, as well as about main obstacles they meet if they want to involve in internationalization if their home universities). • Publication dedicated to HEIs authorities. • set of training materials dedicated to employees of European HEIs. Content of materials will be result of surveys filled by HEIs staff about reasons and obstacles preventing them from active participation in international activities. • One 5-days training for representatives of authorities (or people responsible for recruitment of staff for international activities implemented at given HEI)At the end of the project it is planned to organize international conference.

"Nowadays, young people have a very difficult start in their professional life. Although they have almost unlimited development opportunities, paradoxically it is extremely hard for them to find right direction in their education and professional life. There are certain skills and competences that are so universal, that will be useful in every job: creativity, entrepreneurship, decision-making skills, flexibility, etc. There is also a certain skill that binds most of the above mentioned. It is ability to efficient self and time management, plan tasks properly and implement them successfully. The project promotes supporting young people in the process of acquiring and developing this fundamental skill needed in nearly each part of life – time and self management. Numerous research show that ability to efficient time and self management is nowadays crucial in many aspects of everyday personal and professional lives, this is also one of the primary ""soft skills"" valued in the workplace. That it is so important to start to learn this skill as early as possible. Through complex activities, project will contribute to development of set of tools which will real and practical help for young people in the process of acquiring such an important, universal competence as time and self management. Project activities will contribute to development of practical, effective instructions supporting young people in the process of learning how to effectively organize and manage their long-term learning. And on the other side, project activities will also contribute to promotion of responsible planning and organization of learning process among young people. During the 18 months period it is planned to develop and test set of materials, which will help young people to learn how the can effectively organize their time with usage of many effective planning tools and methods. What’s more, we also plan to develop set of materials dedicated to people from closest surroundings of the young students. Thanks to these materials, young students will receive effective support from their teachers, parents and other people working with them.All this will ensure complex support for young students in the process of gaining skills and competences needed to organize their learning process in most effective way, and in future to organize their professional life in much more effective way. The main of the project is to strengthen young people's competences in the area of managing themselves in time in the context of independent organization of own learning process, thanks to the use of tools developed within the project First of all, these will be the results of intellectual work that we plan to develop as part of the project:1.Online course for young people. The course will contain, on the one hand, a set of arguments about why it is worth learning to manage yourself in time and how such a skill helps in private and professional life, and above all in science. The main part of the course will be a set of methods and tools thanks to which young people will be able to learn to effectively manage themselves in time, especially in the context of organizing their own learning2.Information materials aimed at academic teachers working with youth. The materials will contain instructions on how to teach young people to be independent in organizing their learning, how to support the development of time management skills while conducting regular activities for young people.3.Information materials aimed at parents / guardians as well as people working with young people and supporting them in their daily activities. The materials will contain a range of information and valuable, practical tips on how to effectively support young people in the process of organizing self-study and acquiring self-management skills."