<< Background >>Although a universal right, social inclusion and successful participation to society is a challenge for many citizens. This is the case, when people have to deal with hindering conditions, such as a disability. Especially, when this disability is characterised by cognitive impairments - as is true for people with an intellectual disability or an acquired brain injury - social inclusion is even more challenging. Adaptations of the environment to overcome the impairment to make society more accessible, is one important way to deal with the challenge. For people with sensory or motor impairments this is significantly contributing to their social inclusion. However, these environmental adaptations are not addressing - or only to a limited extent - the impairments that are the essence of intellectual disability or brain injury. For that reason, the approach to adapt society to the disability is completed with a complementary approach of empowering the person with a disability, to equip the person with skills and attitudes that enable the person to adapt to the environment and to society. This is important for all people with or without a disability, but it is in particular a main challenge for people with a cognitive disability. The reason is that an intellectual disability, according to the general accepted definitions of WHO or AAID, refers to a low IQ, but also to inadequate developed adaptive skills. The same phenomenon is seen in brain injury. People with these impairments show a lack of problem solving skills, flexibility, planning behavior,... all skills that are critical for being able to adapt to society, to deal with unforeseen circumstances, problems and changes. These skills, often summarized as transversal skills, are key for successful social inclusion and participation. For that reason the EU Skills Agenda (2016, 2020) and the “Union of Equality: strategy for the rights of persons with a disability 2021-2030” (March 2021) identify the need to address these skills among all citizens, in particular among people with disabilities.Adult educators, and by extension many professionals working with people with cognitive impairments in the field of disability, observe that the efforts to teach these transversal skills, have no long term effects and are not transferred to everyday life. This may not be surprising, as the same transversal skills are skills that are critical for the cognitive process of transfer. Research confirms this observation, but - at the same time - defines suggestions and methodologies to improve the acquisition of transversal skills and the transfer of these skills to everyday life, contributing in this way to successful social inclusion. Adult educators express the need to develop competences for successful transversal skills training and for ‘training for transfer’ of these skills. Including effective educational strategies (explicit goals on transfer, cognitive methodologies and tools for training and for transfer) will not only promote self-efficacy of the adult educators but also - at the end - social inclusion of people with a cognitive disability.<< Objectives >>The main objective of TETRA-S is to improve the competences of the adult educators 1. in teaching people with a cognitive disability transversal skills - that are critical for successful social inclusion - in an efficient and effective way and 2. to enhance the transfer of these skills in the everyday life of the learners.Several challenges need to be addressed to realise this general objective. Therefor, the general objective of TETRA-S is supported by subgoals:- to change hindering beliefs of adult educators on the learning potential of the learners and to reduce resistance and inertia towards the effective adoption and application of the appropriate (digital and non-digital) tools-to improve competences to create a powerful learning environment for teaching transversal skills, tailored to the needs of people with a cognitive disability as a prerequisite for an adequate learning process-to improve competences to create conditions and apply techniques for training of transfer, such as metacognitive reflections<< Implementation >>TETRA-S main activities are related to the development of innovative tools that contribute to the improvement of the competences of adult educators: a set of educational frameworks, self-assesment apps, webinars and handbooks will be produced and integrated into a validated interactive E-learning platform (MOOC). International meetings of the partnership during the project lifetime are intended to monitor the progress, to take well considered decisions on the content of the tools and to coordinate the development of the complete set to ensure coherence. A general management plan will support the activities and production of the project results, ensuring a qualitative outcome. A dissemination and impact strategy plan will contribute to a maximum impact of the project.Each partner establishes an internal project working group and a Local Expert Group, serving as a focus group, giving input and feedback on what is produced, to ensure that the project results really meet the needs of the adult educators and contribute to the social inclusion of the people with a cognitive disability.A training activity on the state of the art of transfer will be organised to share knowlege and experiences with adult educators and to receive input for the development of the aforementioned set of tools.The project will be closed with an international multiplier event to present the outcomes and to invite stakeholders to implement the tools.<< Results >>The outcome of the project will be available as an interactive MOOC (Massive Open Online Course), including an eLearning Management System (LMS) that will host all training/learning content and the developed webinars and apps. An interactive digital simulation environment will be provided through the LMS.The application provides not only the adult educators of the partner organisations and the local expert groups a validated MOOC as tool to improve competences to promote social inclusion of people with a disability but at the same time it offers a tool to the complete field of disability to promote social inclusion.

"Context: The Covid-19 crisis has changed the way we live, especially for those already marginalised by disability, ill-health & social exclusion. It has accentuated isolation & inequality and has resulted in compounding mental health issues & loneliness. It has also shown that the Care Sector must find ways to adapt to keep its clients active, safe & protected. The value of Care Workers has finally been recognised. The crisis has also accentuated skills gaps.The Covid-19 pandemic has accentuated the need to use digital skills in many aspects of people's daily lives, especially to communicate when physical visiting is not possible. People with severe disabilities & others in closed communities have no other way of keeping in touch with their families and support circles. Many do not have the capacity to use digital tools themselves and rely on residential staff to enable virtual contact. Many staff do not have the skills to perform the most basic digital tasks and are consequently frustrated by their own inability to ease the suffering of their clients. The limitations of our current digital preparedness have been revealed. Currently, at least 85% of jobs require some level of digital ability, while only 56% of adults had at least basic digital skills in 2019. In the Care Sector this is much higher.This project is led by Diagrama Foundation UK and brings together partners from Belgium, France, Spain & Italy. The partners create a new training course for workers in the Social Care Sector 'Digital Facilitator of Change' and a Digital Inclusion Toolkit. The Transnational Steering Group meets at regularly & there are 4 mini-seminars. Local Focus groups drive the project at local level.Objectives:1. Create a new professional profile for workers in the Social Care Sector by creating a new needs-driven vocational training course 2.Overcome social exclusion & isolation by opening digital communication pathways3.Influence public perception of Diversity as part of life in all life contexts 4. Foster “Professional Identity” for people with disabilities/other excluded groups, celebrating 'ability' and using cornerstones of Empowerment, Real Work & Quality5.Build & mainstream a Digital inclusion Toolkit with potential to transfer to other sectorsMethodology:Learner Participants are Social Care Workers, working directly with highly disadvantaged client groups, are trained to become Digital Facilitators of Change. After initial local digital preparedness sessions participants undergo specialist transnational training modules in Belgium to cultivate deeper digital knowledge and also studies ways in which the public's perception must be changed to endorse clients' ""ability"" rather than recognise disability using Professional Identity. At Salerno University further digital knowledge is built and the course promotes the inclusive improvement of people with disabilities in working contexts in particular addressing disability in the context of diversity. Training is concluded in the UK by pooling innovation and participative learning creates the Digital Facilitator Toolkit. The partners pilot the concept of ""Micro-credentials"" (New EU Skills Agenda) issuing units for each module of training completed, led by University of Salerno. Learner Participants use their learning to facilitate digital communication channels for clients and their family networks & support circles. Working alongside occupational tutors they also promote clients' work and employment opportunities through highlighting creativity and artistic talents. This includes virtual tutor sessions and online workshops with the public invited to interact or observe. Digital tools provide virtual shops, marketing products created by talented crafts-people further aiding clients' professional recognition & pathways to work. Impact includes Social Inclusion - new digital tools for promoting communication & well-being & access to work.Results include:1 new training course, 'Digital Facilitator of Change' piloting 3 Micro-credential units preparing the course for mainstreaming to impact on other communities. 1 new European Digital Inclusion Toolkit 42 Care/Social Workers trained as Digital Facilitators of Change & Euro-Pass Certificates. Impact includes qualified, confident, empowered workers creating happier, healthier work environment20 local creative workshops are held resulting in high quality arts & crafts used & exhibited to promote clients' Professional Identity20 disadvantaged creative clients progress towards work, impact includes high levels of self esteem, empowerment and vision of new horizons, impacting on potential to find/sell work. 4 Transnational Steering Group meetings & mini-seminars promote societal change & drive diversity awareness & digital readiness initiatives.1 new Network to promote digital social inclusion 1 Evaluation Report led by Salerno University The project starts on 01.03.2021 and runs until 28.02.23"

"<< Background >>According to the ILO ""COVID-19 and the World of Work: Ensuring the inclusion of persons with disabilities at all stages of the response"" PWDs, 15% of the world’s population, face marginalization in social, economic and health terms, as well as limitations by public services to reach them. This marginalization increases the threat to lives and livelihoods that the COVID-19 crisis poses. In response to the crisis, an approach that is inclusive of persons with disabilities is essential to mitigate the negative effects of the crisis and ensure a sustainable recovery. In Member States of the WHO European Region, 6 to 10 out of every 100 people live with a disability. In total, an estimated 135 million people.Persons with disabilities who faced exclusion in employment before this crisis, are now more likely to lose their job and will experience greater difficulties in returning to work. According to the UN report ""Policy Brief: A Disability-Inclusive Response to COVID-19"", the global crisis of COVID-19 is deepening pre-existing inequalities, exposing the extent of exclusion and highlighting that work on disability inclusion is imperative. People with disabilities—one billion people— are more likely to live in poverty, experience higher rates of violence, neglect and abuse, and are among the most marginalized in any crisis-affected community. COVID-19 has further compounded this situation, disproportionately impacting persons with disabilities. PWDs need a range of specialized interventions to access skills development and work, including assistive devices and access to employment services.Identified Needs of the participating organizations and of the identified target groups:- Identify smart, clear and effective measures to guarantee safety inclusion of PWDs at work - Upskill/re-skill the competences of their staff and professionals that work for labour inclusion of PWDs to the new scenario in terms of safety at work put in place by Covid- Create a networks and synergies to promote effective safety measures for PWDs at work.- Upskill/re-skill professionals involved in training design and delivery on how to train learners with disabilities on safety at work, also taking into account the new safety measures to prevent Covid- Define proper accessible and inclusive training for PWDs to make them able to work in safe conditions- Build synergies among initiatives carried out by organizations of PWDs, of certification and quality and representatives of labour market to create a safe working environment to improve social and labour inclusion of PWDs.The proposal aims at contributing to create the suitable environment to improve the safety conditions at work for PWDsIn this context, Safe4All aims at contributing to:- promote a decent quality of life and to live independently as it focuses notably on inclusion, social protection and non-discrimination at work- enhance equal participation as it aims to effectively protect persons with disabilities from any form of discrimination and violence, to ensure equal opportunities in and access to justice, education, culture, sport and tourism, and to all health services. The General Objective, (GO), of Safe4All is to contribute to create the suitable and safe environment for labour inclusion of people with disabilities, PWDs.Specific Objectives, (SO):- SO1 to enhance knowledge, competences and skills of educators/trainers that work with PWDs supporting their social and labour inclusion - SO2 to enhance awareness on SMEs regarding safety&healt of PWDs at work- SO3 to promote knowledge, competences and skills of PWDs to work in safe conditions- SO4 to foster networking and collaboration among different actors for the improving of training and support practices of workers with disabilities in work<< Objectives >>IMPACT ON DIFFERENT KIND OF PARTICIPANTS IN SAFE4ALL PROJECT:- Participating staff members of partners, will have improved competences on the project issues, on good practices in other countries, competences of collaboration and implementation in the context of the EU level projects, strengthening their professional skills and performances- Participants of the Inclusive training Pilots for workers will have developed competences to deal with risks and safety at workplace, to behave respecting the safety for all, but also higher level of functioning according to the real learning potential- Participants of the Training for trainers pilots, will have improved their professional competences – that brings to better performances, more Inclusive trainings, more workers with disabilities receiving support- Participants to Multiplier events will have raised their knowledge on project issues, allowing them to design, deliver new training activities in the field of safety at work and to raise the quality of their performance as trainers, project designers,etc- Participants/users/visitors of the Open Learning Space will have developed their knowledge on the project theme and will have support tools for their practices, improving their professional performances and/or their employabilityIMPACT ON PARTNER ORGANIZATIONS:a) Strengthened their competence in EU project implementation and collaboration with international partnership, thus able to elaborate new initiatives at transnational level b) Sustained the development of their staff competences on the project issues and will have new training tools and concepts, applicate in new or improved training activities, increasing number and quality of safety at work training practicesc) Strengthened collaboration with local stakeholders in the project theme as a good basis for further development, innovations and new initiatives in all project countries.- Organizations involved in the Pilot training will have new experiences and improved competences of their staff; being able to develop their own internal tools for the management of safety and the related trainings, improving the level of safety for all workersIMPACT FOR THE TARGET GROUPS- VET organizations in the project countries dealing with issues on S&H in workplaces improved skills on S&H, by received info from spreading activities about the project results and will have learning resources available on the Online learning space. – development of their staff competence, new training activities for employers who employ persons with disabilities, thus raising the safety at work in SMEs- Public authorities involved in safety at work with policy recommendations or by been involved in the Local working groups - developed knowledge on good practices, raised awareness on importance of appropriate inclusive trainings for workers with disabilities. Thus existing regulations will be revised and some modifications done to increase the Inclusive training practices for this target group- SMEs, will have raised awareness on importance of appropriate training for their workers with disabilities, making search for such training from safety experts. thus increased no. of inclusive trainings for workers with disabilities. The safety level at workplaces raised. Increasing of the continues learning opportunities of all workers- Professionals that train, accompany, support PWDS in working places will improve their professional competences on the project theme and their performances, creation of new job opportunities, etc- Workers with disabilities will benefit from new and more tailor-made and appropriate training opportunities according to their learning needs, thus better learning outcomes in form of professional and transversal skills. and in particular on safety at workplaceGeneral improvement in the sector can indirectly increase the employment of this target group, as SMEs would have qualitative support on how to manage safety issues.<< Implementation >>Safe4all has been divided in phases, which activities all togetehr will contribute to the achievement of the project objectives and delivery of the planned results.PHASE 1) PREPARATIONMains activities are related to the organization of the beginning of the project, its quickly start and high quelity in management and implementation.Activities- creation of a contact list of consortium staff members to facilitate internal communication; - creation of a Google drive folder, to share project info (application text, Erasmus+ guidelines, etc.), - suggestions on cooperative online platforms for project management (Trello, Basecamp, Asana, etc.) will be discussed in order to quickly create a platform to foster internal communication;- Doodle form to fix the possible dates and logistics to arrange the kick-off meeting will be discussed.PHASE 2) MANAGEMENT AND IMPLEMENTATION- set up of partnership agreements;- build platform for cooperation;- set up of the internal and external communication tools;- preparation of administrative guidelines;- preparation of the reportsPHASE 3) PRODUCTION OF THE PROJECT RESULTSR1 Handbook for the Inclusive Vocational Training on Safety & Health in workplace for workers with disabilities P6R1 A1: Methodological framework and useful learning tools to fill the skills gap of PWDs in safety at workplace. Leaded by P6 M1- M3 all partners except P4 that will support exploiting its network.C1, M2, P6 will organize the Short term staff training on Inclusive VET training, to provide staff with useful knowledge on the concept and methodologies regarding inclusive trainings for learnersR1 A2: M4-M7 Training: ""Handbook for the Inclusive Vocational Training on Safety & Health in workplace for workers with disabilities"", P6 responsible to coordinate all partnersR1 A3: M8-M10 Pilot of the training. Leaded by P6, responsible for Guidelines regarding: duration (total and per session), modality (mixed: online and face-to-face sessions), training methodology, support materials and tools.R2 Toolkit: Training For Trainers for Safety & Health in workplace of PWDs P2 R2 A1 M9-M11 Trainers need analysis P3 responsible to coordinate partners during the developmentR2 A2: M12-M14 Training for trainers (program, modules, materials) P2 responsible to coordinate partners 30 hours durationR2 A3: M14-M19 Pilot training for trainers in all project countries, P6 responsible for the coordination of the partners and to fix the formatR3 Recommendations for policy makers on how to improve Safety & Health in workplace of PWDs through training regulation P4R3 A1: M19-M20, Comparative Framework on existing policies and laws in the countries of the project and at EU level according to the new trends and requirements of the labour market. P4 responsibleR3 A2: M21-M22 Recommendations for policy makers on how to improve Safety & Health in workplace of PWDs through training regulation P4R3 A3: M22-M24 Subscription of the Recommendations for policy makers on how to improve Safety & Health in workplace of PWDs through training regulation P4PHASE 4 FOLLOW UP- Organization of 4 Multiplier Events- Contruction of the Visual identity of the project, as logo, paper, PPT- Development of the web- Creation of social media accounts- Creation of a newsletter- Signature of committment agreement for sustainability<< Results >>In order to reach the outcomes and project results, the Safe4All consortium will work according to participative methodologies as the design-thinking methodology that is a human-centered approach to innovation—anchored in understanding customer's needs, rapid prototyping, and generating creative ideas—that will transform the way you develop products, services, processes, and organizations.The project to fill the identified gap and to reach the proposed objective will achieve several outomes:Specific Objectives, (SO):- SO1 to enhance knowledge, competences and skills of educators/trainers that work with PWDs supporting their social and labour inclusion and tools to evaluate their competences- SO2 to enhance awareness on SMEs regarding safety&healt of PWDs at work- SO3 to promote knowledge, competences and skills of PWDs to work in safe conditions and tools to evaluate their competences- SO4 to foster networking and collaboration among different actors for the improving of training and support practices of workers with disabilities in work R1 Handbook for the Inclusive Vocational Training on Safety & Health in workplace for workers with disabilities P6, to respond to SO1, SO2, SO3R2 Toolkit: Training For Trainers for Safety & Health in workplace of PWDs P2, to respond to SO1, SO2R3 Recommendations for policy makers on how to improve Safety & Health in workplace of PWDs through training regulation P4, to respond to SO4, and transversally to the other objectives as consequence of the eventually improvement of the framework and rules for an inclusive safety at work for all.In addition, following results are expected:1) Creation of visual materials (logo, powerpoint presentations, project flyer, roll-ups etc.)2) Creation of channels to disseminate information about the project (website, social media profiles, newsletter)3) Publishing of Articles per partner in press/online press, specialized websites, medium of verification: links and/or screenshots of the articles 4) Presentation during minimum 1 regular events in which the consortium will participate during the lifetime of the project, 5) Organization of 5 multiplier events to disseminate the project results and outcomesMain outcomes:- enhancing opportunities for upskilling and re-skilling of educators and trainers about safety at work and on how to train PWDs for their safety inclusion at work, contributing to innovation in VET- promoting opportunities for PWDs for safety at work's training and improving skills for safety- fostering cooperation between education and training and labour market thanks to the creation of a supporting networks of organizations that work in education and training, inclusion of PWDs and labour market representatives in order to contribute to adapt VET to labour market needs in terms of identifying safety measures to enhance labour inclusion of PWDs, taking into account the new scenario put in place by Covid- fostering SMEs awareness of the importance of carrying out inclusive and accessible safety measure at work to contribute to labour inclusion of PWDs and of the workers in general."

"The GALA project was developed and delivered by a group of 5 European partners, led by Diagrama Foundation UK working closely with Groep Ubuntu Belgium, Asociata ProVita Romania, L'Art et La Maniere France and Fundacion Diagrama Spain. The project was based on empowerment and social inclusion and it created a new participatory teaching and learning arts-based training course, ""Gentle Art, Living Art"" with joint training workshops in each country on Artistic Mentoring using Groep Ubuntu's Gentle Teaching programme as a foundation. There was a travelling art exhibition staged in non-traditional venues.GALA was a project based on social inclusion, mutual respect, human dignity, equal opportunities and empowerment through social enterprise and community action. It was delivered by a diverse partnership of NGOs from 5 different EU member states who use Art and Creative Design as the key to inclusion. The project ran from September 2017 to the end of August 2019.Participant learners include staff in each partner organisation. Clients and volunteers collectively created a travelling art exhibition which they staged in non-traditional galleries in each country alongside the work of professional artists. The theme of the exhibition was ""Inside Out"". Most learner participant (clients) were highly disadvantaged and are in residential care or day care. Their fellow participants are drawn from the staff and volunteer team who act as Mentors to the learner group whilst also undertaking practial training themselves. Together they developed and achieved the Gentle Art, Living Art (GALA) Certificate which was awarded at the end of the project.Social Inclusion and Empowerment was the common theme throughout the project, focussed on skills for overcoming barriers to employability and social inclusion, using art and creative design as the basic toolkit for achieving results. The objectives included:1. Work with partners to raise awareness of and overcome problems faced by participants in overcoming social exclusion and discrimination.2. Share innovation and methodologies to develop staff competences and to raise standards in residential care settings3. Develop an Artistic Mentoring course to raise skills, build confidence in staff working with disadvantaged clients.4. Recognise and celebrate artist talent in client participants and in staff Mentors4. Work with partners to create the GALA Certificate to recognise new skills and empowerment and to build on to the Gentle Teacher programme.5. Create a Network for the promotion of Community Inclusion through Art.Each partner was responsible for one main issues relating to one specific client group and each brought innovation from their local practice to share with all other partners. The partners were led by Diagrama Foundation UK (focus all client groups); working closely with Groep Ubuntu Belgium (focus client group people with disabilities); ProVita Romania (focus client group disadvantaged women); L'Art et la Maniere France (focus client group older people); and Fundacion Diagrama Spain (focus client group young people in the juvenile justice system). Using the Gentle Teaching method of communication and tutoring, staff and volunteers from each organisation took part in initial training in Belgium. This was followed by workshops in each partner country. Each partner specalised in one important aspect of art and design and practical workshops were supervised by experts. Each workshop also followed the Gentle Learning methodology to enhance skills in communication and empowerment as well as art-based learning to create the GALA Artistic Mentoring module. In-between transnational events all partners worked directly with their own clients alongside volunteers and professional artists to continue to learn by on-line training sessions led by each partner . A common theme of arts and craft was followed in each country which resulted in a large-scale art exhibition held in Rochester Cathedral in June 2019 by invitation of the Diocese of Rochester.Results included:- 1 New Methodology (GALA) Artistic Mentoring based on the Gentle Learning framework- 1 new training and learning course for workers in the Care Sector - GALA Certificate to all participants- 35 Europass Mobility Awards achieved by participants - 5 new art exhibitions; Romania, Belgium, France, Spain and Rochester Cathedral, UK with a total 1000+ public viewing- 18 newly trained art tutors were created (existing staff with supplementary training through following the GALA course, receiving the GALA Certificate), - 75 participants were trained- Network for Community Inclusion through Art comprising 55 members."

<< Background >>SELF-IN project was born in November 2020 motivated by the concern of disability educators to find new pedagogical methodologies and resources to achieve greater levels of independence of persons with intellectual disabilities (PWID).The independence of PWID is not only a strong need demanded by PWID and their educators, it is also a right. Aligned with this, the EU Strategy for the Rights of Persons with Disabilities 2021-2030 states the need to contribute to supporting persons with disabilities to maximize their INDEPENDENCE. In addition, the UN Convention on the Rights of Persons with Disabilities states the respect for INDIVIDUAL AUTONOMY and INDEPENDENCE of these persons, including the freedom to make one’s own choices.But in spite of the efforts done so far by the participating organizations and society to improve the independence of PWID, the true is these persons commonly struggle with managing their affairs, usually because PWID lack of the key competences to take adequate decisions (Ramdoss et al., 2012; Sandjojo et al., 2019).These results have also been confirmed by the needs assessment carried out by this proposal, which has helped SELF-IN project to find 3 key SELF-IN training needs and proposed a pedagogical methodology based on the Quality of Life model, the Self-management programs (SLP) and Metacognition strategies:- Lack of key competences of PWID to self-manage their own life.- Insufficient knowledge of disability educators about the conceptual framework surrounded the concept of independence: Quality of life model, self-determination, social inclusion, self-management programs (SLP) and metacognition and motivational orientation.- Insufficient skills of educators to design, implement and evaluate the programs proposed by the project to improve the independence of PWID: Self-management programs.<< Objectives >>SELF-IN project partnership, formed by 2 disability organizations (UBUNTU and IVASS) and the UNIVERSITY OF PADOVA, is aware of the need to find new pedagogical resources and methodologies to foster the INDEPENDENCE of PWID.The SELF-IN working methodology upon which SELF-IN pedagogical solutions will be produced is based on a wise combination of 3 pedagogical existing models in the disability field:A) The QUALITY OF LIFE MODEL (Schalock & Verdugo) is a framework and guide to disability organizations to develop their intervention programs and to evaluate the personal outcomes.B) METACOGNITION AND MOTIVATIONAL ORIENTATIONMetacognitive approach touches a broad range of learning theories with the common goal of helping students to become better learners. C) SELF-MANAGEMENT LEARNING PROGRAMS (SLP)Self-management is an overarching term involving all cognitions and actions of a person that deliberately influence their behaviour in order to realize self-selected outcomes (Browder & Shapiro, 1985).The unique combination of these 3 solid approaches will lead to the production of an evidence-based SELF-IN learning model and complementary pedagogical resources and activities to achieve the following project objectives:•Objective 1. To improve the key competences of PWID necessary to take part in self-management programs in order to achieve greater levels of independence and social inclusion.•Objective 2. To improve the competences of disability educators to design, lead and evaluate SLP.•Objective 3. To build capacity of disability organizations to deploy SLP.•Objective 4. To provide to the disability field an evidence-based self-management learning model based on QoL, metacognition and motivational orientation.•Objective 5. To disseminate the tangible and intangible SELF-IN results.•Objective 6. To contribute to achieve ERASMUS+ horizontal aspects.<< Implementation >>One of most important SELF-IN project activities is the implementation of 12 Self-management learning programs (SLP) in which 96 persons with intellectual disabilities (PWID) will participate during a year.SLP are spaces where PWID gather, discuss and state their needs and wishes to the society. It is the ultimate methodology in the disability field to improve the competences and outcomes of PWID related to their independence.In order to allow disability educators and PWID to take full advantage of these SLPs, the project will implement previously 3 training and learning activities. The first one, activity (C1), will be carried out in PADOVA where 15 disability educators will learn the most important theoretical principles of the Quality of Life Model and Self-management programs. This learning activity will enable disability educators to implement in SPAIN (NT1) and in BELGIUM (NT2). In addition, it will allow PWID to acquire the competences needed to start the self-management programs.In addition, the competences of the 96 PWID will be assessed on regular basis by educators using the SELF-INCA tool developed by University of Padova at the beginning of the project. The results of these assessments together with the information obtained from 12 focus-groups (PWID, educators and legal representatives) will be used to develop the evidence-based SELF-IN learning model.<< Results >>The most relevant products and result of SELF-IN are:KEY SELF-IN RESULTS:1.A theoretical framework to support the implementation of Self-management learning programs.2.A set of pedagogical exercises and activities to improve the competences of PWID.3.An evidence-based SELF-IN learning model.4.A SELF-IN MOOC Course for educators.5.A SELF-INCA tool to assess PWIDs competences.6.A methodological guide to implement the SELF-IN model in disability organizations.7.A SELF-IN academic article.KEY SELF-IN OUTCOMES:1.Improvement of the competences of 96 PWID to be able to live in a more independent way.2.Improvement of the professionals competences of 15 educators to improve the competences of PWID to achieve greater levels of independence. 3.Improvement of the capacity of participating organizations and associated partners to design, implement and evaluate self-management learning programs.4.Recognition of project stakeholders involved in the project about the effectiveness of the self-management programs to improve the independence, self-determination and social inclusion of PWID.