During the development of the FORDYS-VAR project, materials have been developed to improve the quality of life of school children with dyslexia.The project has focused on several important points that improve educational inclusion: - The creation of motivating VR and AR materials that can be used as a complement to traditional dyslexia interventions for schoolchildren. In this sense, both AR and VR applications constitute motivational materials, developed to work on different difficulties of children with dyslexia in two different age ranges (8-12 and 12-16). These applications have mainly taken into account the realization of an inclusive material within video games.The materials are free to download and have been adapted to oculus quest technology in the case of VR and in the case of AR they can be used on tablets or smartphones. In this sense the technology is advancing very fast and adaptations have been made so that it can also be used with the second generation of oculus. - An e-book has been developed so that families, associations of relatives with dyslexia have access to different materials in the three languages of the project partners. This book includes applications and resources in VR and AR that can be used safely. As a reinforcement of this ebook, applications in Portuguese have also been collected and the ebook has been translated into this language.Another reinforcement has been the inclusion of guidelines and materials for English language learning in children with dyslexia whose first language is Spanish, since one of the main difficulties and concerns that associations and families have communicated to us has been this circumstance: children with dyslexia learn a second language in a different way, since their language processing is different. - The white paper contains scientific information on the needs of children with dyslexia and the different treatment approaches used in the EU. As well as the development of the main policy lines in each of the countries. In this way, schoolchildren with dyslexia will have a greater inclusion that will result in improved accessibility to the school world.As a reinforcement of this material, common European policies on educational inclusion and a new section on Portuguese policies have been included, as well as the Portuguese translation of this material. The design of all the materials, make FORDYS-VAR a project for the different professionals to have a set of materials adapted to the group, their interests and needs, improving the quality of life of children with dyslexia during their school period, reducing frustration and low self-esteem of these children. Throughout the development of the project, we have worked with different education professionals, so that through collaboration and dissemination of the project they can learn and improve their knowledge about dyslexia, their possible interventions and skills in the field. Another one of the pillars of the project development has been the collaboration with associations of families of children with dyslexia, these associations have actively participated in the development of the project materials. In this sense, FORDYSVAR has given visibility to new materials that can be a part of dyslexia interventions both in the family and in the school, since its materials aren´t restricted only to professionals, it facilitates intervention from different perspectives.VR and AR materials are a motivating element at ages when traditional interventions are difficult. From the point of view of computer development and application design, the incorporation of schoolchildren with dyslexia to the network can open a wide field of new needs and market opportunities for computer development companies, in fact we have seen how in recent years the interest and development of new projects and research within VR and AR has increased especially in the field of social and health care; pedagogical or didactic. Thanks to the partnership formed by 5 participants from Spain, Italy and Romania and the collaboration of Portugal, it has been possible to carry out this project despite the many difficulties that its development has entailed within the pandemic situation that we have experienced. The partners have remained active in spite of the difficulties, carrying out the planned activities and the proposed reinforcements, always thinking about the development of the best final product for the benefit of children with this learning difficulty.

PROLIFIC is designed to empower vulnerable groups on their digital rights through the capacity building of professionals who work with them in NGOs, associations, social services, etc. through the creation, validation and launch of an Online custom course generation software to educating vulnerable groups in citizens’ digital rights and a set of related contents (O1); and a Evaluation tool to measure the impact of promoting citizens’ digital rights among vulnerable groups (O2); together with three multiplier events and one learning activity. Thus, PROLIFIC tries to offer innovative training tools for vulnerable groups to prevent and combat cheating online situations; concretely: empowering vulnerable groups in their digital rights by building the capacity of professionals working with them; increasing the awareness of vulnerable groups about their digital rights; providing a software that personalises a training curriculum for professionals who work with vulnerable groups, according to the characteristics of each specific group; delivering an evaluation tool to measure the effectiveness of the training provided; and promoting the transferability of the tools to other target groups. In concrete, PROLIFIC is addressed to three vulnerable groups: migrants, older people and disabled people; but open to be adapted to more groups and professionals. Moreover, PROLIFIC is also addressed to experts (e.g. lawyers, education, IT), and stakeholders (NGOs, associations, public services, etc.). PROLIFIC outcomes will remain open available after the project finishes to guarantee the access for those interested stakeholders and society.

The project U4INCLUSION aims to contribute to the labour inclusion of students with intellectual disabilities with the delivery of a common curriculum to be implemented at higher education. Thus, based on partners previous experience at the national level, they will design together with a standardized training itinerary that can be susceptible to European homologation with the corresponding educational materials, and methodology. The final aim is to improve the employment rates of people with intellectual disabilities enabling them to be integrated into the labour market to ensure their full social inclusion.Along the project lifecycle, partners will organize 4 transnational meetings to monitor the project performance: 2 intellectual outputs, 2 learning activities, and 4 multiplier event to disseminate the project outputs and raise the awareness of companies and other detected target groups of the benefits of hiring skilled people with intellectual disabilities. The activities planned will engage:-20 professionals participating in one of the learning activities;-30 students with intellectual disabilities between 18 and 30 years old participating in one of the learning activities; -10 accompanying persons for the 30 students mentioned above. -50 participants in each multiplier event held in the consortium countries. The main goal of this event is to disseminate the Os at the international level and to share with participants the results of the project and experiences.The expected impact on the target groups are: Students with intellectual disabilities: improve their labour inclusion skills, opportunities and social inclusion, and increase their language and digital competences and EU citizenship. Professionals delivering training to people with intellectual disabilities: improve their skills with a dedicated itinerary for students with intellectual disabilities; increase their language competences and EU citizenship; reduce their burden; and increase the labour opportunities.Companies: better knowledge of training programmes dedicated to improving the labour skills of young people with intellectual disabilities; increase their awareness about the benefits of hiring this group.

<< Background >>The project eEarlycare-T addresses the specific need for training and updating of professionals who work with children aged 0-6 years. The updating process is focused on the use of digital resources such as the Internet of Things, Machine Learning and Artificial Intelligence techniques, which are especially relevant in early care work environments that are based on systematic observation in natural contexts. The use of these resources means that large volumes of data are generated that needs to be treated with the aforementioned techniques.The eEarlycare-T is related with: i) the development of quality education, as stated in Sustainable Development Goal (SDG) 4 of the United Nations Agenda 2030; ii) the EU Quality Framework for ECEC; iii) the promotion of training of education professionals in the use of digital tools and artificial Intelligence, settled down by the European Union; and iv) the objectives, stated by the European Parliament in the Communication of 30/09/2020, referring specifically to the consequences of the Covid-19 pandemic and its repercussions on education and training systems in Europe. These consequences are related to the challenge in teacher training, preventing education from becoming a structural barrier to learning and skills development, employment prospects and finally equality and inclusion for the society as a whole.For all the above, the project is directly aligned with some European policies, specifically the framework of the European Education Area by 2025, which is focused, among others, on: early childhood education and care, schools, education, early childhood care, research and non-formal learning. Likewise, it is emphasized that policies must develop a holistic approach. The European Education Area has 6 dimensions or axes, where dimension 4 refers to teachers and trainers, dimension 5 to Higher Education and dimension 2 to inclusion and gender equality. This project specifically addresses the dimension related with teachers and trainers and collaterally the other two previously mentioned.In summary, eEarlycare-T project aims to respond to the need of updating training of professionals in the field of early care, as well as to enable initial training for recent graduates in early care-related degrees, enhancing their employability. This training will be based on the use of innovative teaching methodologies, which are settled down on the use of a self-regulated learning methodology, through different resources such as the use of avatars, gamification techniques and virtual laboratories within virtual reality spaces. In addition, the self-evaluation procedures include the use of different resources as for example the self-evaluation questionnaires with process-oriented feedback and not only to products and rubrics applied all in virtual learning environments (VLE). The use of these tools will enhance the autonomy and personalization of the learning process, especially useful in the current COVID-19 crisis.Finally, it is essential to remark that Machine Learning techniques will be used in the training of professionals and the teaching-learning methodology will apply Artificial Intelligence techniques, which will allow knowing the learning patterns of each learner and, depending on themselves, offer a personalized educational response to the needs of each one of them. These techniques will also be applied in the training content of the program. Therefore, participants will receive training in the use of these techniques to be applied in a simple way, through visualization techniques, in their usual work environments. In conclusion, commitment to digitization is a fundamental leitmotif of the project. These needs and solutions are directly aligned with the current Erasmus + priorities, in particular to school education: Developing high quality early childhood education and care systems.<< Objectives >>The objectives of the eEarlycare-T project are directly framed in the Erasmus + Programme, specifically in the Sector Priority related to School Education: Developing high quality early childhood education and care systems. Therefore, the eEarlycare-T project aims to put into practice the key principles of the EU Quality Framework for ECEC (Proposal for key principles of a Quality Framework for Early Childhood Education and Care. EC, 2014). In addition, it is directly related to the importance of quality training, both initial and continuous, to promote good professional performance, and, specifically, with the importance of promoting up-to-date and high-quality training of professionals who care for children at an early age, since the responsibility of these professionals is to facilitate the integral development of children in its highest possible degree, by promoting a sustainable and inclusive education within the needs of the 21st century society. Therefore, the key objectives of the project are to develop a learning environment based on the application of resources offered by the Internet of Things, aimed at updating and training early care professionals in practice and graduates of degrees and/or master’s degrees related to this field. In particular, it is expected to both train early care professionals in the use of digital resources (Internet of Things and Artificial Intelligence) and introduce these tools in their usual professional practice (evaluation, diagnosis and intervention). These innovations, aforementioned above, will promote a technological transformation both in educational intervention and in therapy in early care settings.GENERAL OBJECTIVE: To reduce the (specialized and updated) knowledge and training gap suffered by ECEC professionals and graduates (through innovative learning methods) in regard to new supporting advanced technologies, paving the way to their practical use and implementation, enabling the current tech transformation towards higher quality and more precise educational and therapeutic intervention actions in the ECEC field.OPERATIONAL OBJECTIVES:-To develop and implement a curriculum for updating ECEC active professionals in which supporting advanced technologies are applied.-To develop and implement a curriculum for ECEC graduates’ specialization in which supporting advanced technologies are applied.-To check the practical application of supporting advanced technologies in natural or simulation contexts (virtual simulation laboratories).<< Implementation >>Firstly, the training modules, based on the methodology indicated above, will be developed. These modules, which are settled down on the use of a self-regulated learning environment, by using avatars, gamification and self-assessment techniques, focused on process-oriented feedback. All of these will be built up in an intelligent virtual classroom, making use of virtual laboratory technologies, implemented for the development of practical activities in which virtual reality techniques will be applied for the development of real-case scenarios about the care of children with different developmental impairments (physical, cognitive and/or sensory). In the same way, the modules will include training content for professionals about the use of Machine Learning, Artificial Intelligence and eye tracking techniques, aimed at the analysis and interpretation of the results obtained during the systematic observation of children. Specifically, it will be included training in the use of the eEarlycare-T web App, which includes not only elements of learning analytics but also personalized proposals for therapeutic intervention, both based on the use of Machine Learning and Artificial Intelligence techniques. In addition, it is intended to apply this methodology for the training of teachers and early care professionals to other areas of knowledge such as: i) professionals who work with STEM subjects in the Early Childhood, Primary, Secondary Education stages and University; and ii) professionals who work in the field of learning history, geography and other cultural content related to heritage in the same educational stages.<< Results >>The proposal faces two specific challenges that will be materialised:- Provide specialised and updated training contents to ECEC professionals and graduates towards the knowledge embracing and use of supporting advanced technologies. - Optimise the ECEC professionals learning processes through a teaching methodology framed on evidence-based learning with the use of Advanced Learning Technologies. The tangible Project results that will be obtained through the project are:Two Project Results will be developed during the project:R1. Multidisciplinary training modules in early care (0-6 years), that will be integrated in an intelligent Virtual Learning Environment (VLE). R2. Virtual simulation laboratories, as a complementary and innovative resource to carry out the practical part of the training. In addition, two Learning, teaching, training activities and two Multiplier Events will be conducted:C1.Application of the Training Modules. Training course. C2.Practical training in early intervention in virtual simulation laboratories. E1.Sharing and promotion of the eEarlyCare-T Training ModulesE2.Sharing and promotion of the virtual simulation laboratoriesKey Project activities: A1. Project Management: Crucial activities performed by the Project Manager (PM), involves all activities aimed at ensuring an effective and efficient operation of the planned actions. This includes project work stream and consortium coordination, administrative and financial management and quality assurance of project results. The project management activities are further detailed in Project Management and implementation Section. A2. Implementation of activities: The core technical activities leading to the achievement of the aforementioned results are further explained in Section on Implementation and Project results A3. Evaluation: A common evaluation methodology and framework will be set up and implement by all partners in order to improve the results achieved and raise the impact of the project activities and events planned. The evaluation will cover technical, operational and quality issues as well as the impact of the actions together with the effectiveness in terms of usability and accessibility of the Project Results. Further details are provided in Follow Up Sections. A4. Sharing and Promotion activities: The strategy and activities scheduled to raise the wide-spreading of results are further explained in Section on Follow Up.

The EU actively promotes language learning and linguistic diversity across Europe as well as innovative approaches aimed at enhancing the linguistic competencies of European citizens, being the bilingual education increasingly implemented at the different levels of schools in Europe. In particular, the Content and integrated language learning (CLIL) emerged as an educational approach for teaching a subject through the medium of a non-native language.In the case of STEAM (a paradigm which merges the STEM and the Arts as a whole providing highly valuable opportunities to explore creativity and develop social interaction related skills), the Inquiry-Based Science Education (IBSE) and Engineering Design Process in Science Education (EDP) are tackled jointly the bilingual approach and the inclusive perspective. In this context, the SeLFiE project born with the ultimate aim of facilitating the acquisition of a second language (English, Spanish or French in the first stage) through STEAM topics and active pedagogies.The main objective is to improve the bilingual Primary teachers´ competencies and their trainers; moreover, to improve the science teaching and foreign language competence of Primary children. The integration of the CLIL, IBSE and EDP in Primary Education will be analysed in order to define a bilingual teacher profile, training and supporting in-service and pre-service teachers in the new methodologies and models developed for learning a second language through STEAM topics.The radically innovative potential of SeLFiE is its ability to integrate the Scientific language – which is simpler and easier to understand than the literary language, and rich in life-related and practical lexicon – and the CLIL framework in ages between 4 and 12. It also gives continuity along the whole compulsory education maintaining the consistency of the learning and teaching processes. SeLFiE develops of a joint methodology for CLIL and science education, being that a field to explore needed for further implementation and revision. SeLFiE is coordinated by the University of Burgos and the consortium is comprised of three academic partners (the mentioned one, the University of Malta and the University of Granada), the International Trilingual School of Warsaw and a network of public schools (CFIE Burgos) and an SME, expert in communication, social impact assessment and development of website and eLearning platforms (Kveloce I+D+I – Senior Europa S.L.).The most important result is a new method for teaching science within bilingual contexts sustained on 3 Intellectual outputs:•Toolkit: revision of good practices in the fields of CLIL, IBSE and EDP; compilation of OERs and educational materials, including co-teaching guidelines. This toolkit will include a methodological framework, based on research results in CLIL and science education by inquiry.•ScienceL2 Series: Series of booklets that will include brief comments on methodology, and the complete teaching plan (including resources, rubrics, evaluation guidelines, complementary reading, etc) for developing different scientific contents, included in the school curriculum of the partners.•ScienceL2 Online repository of materialsIn addition, one learning activity and one multiplier event will be conducted:•C1: Training course•E1. Final conference on innovative practices for childhood and primary scientific and bilingual educationSeLFiE project strengths competitiveness and innovation potential of partners involved through giving new evidence-based tool to schools and networks engaged and new opportunities for exploitation and for knowledge transfer and exchange, fostering collaboration at European level.SeLFiE facilitates a more comprehensive integration of a second/foreign language within the official curricula in host countries through influencing decision-makers and policies and optimising the second language learning in formal education through a more effective linguistic immersion thanks to a practice-based approach. SeLFiE is able to bring project-based learning and the acquisition of linguistic competencies together meanwhile enhancing the learning experience on both topics. Moreover, this enhancement will be evidence-based and validated, facilitating the access to interesting resources for promoting autonomous learning.