People with ASD are limited in the range of leisure, cultural and sporting activities available to them. This limitation is mainly caused by the lack of adaptations and training on ASD of the institutions, entities and professionals of this field. The lack of strategies and resources to attend to persons in this type of activities by regulatory entities means that the offer is limited in most cases to specific disability entities. For this reason, the capacity of choice as regards the type of activity, cost, location, timetable and periodicity is very limited, which sometimes leads to not carrying out some of these activities. For this reason, the specific disability entities permanently seek to expand the specialized resources that can offer quality care to people with ASD in all these areas. Due to the importance that this need has for the quality of life of people with ASD and their families, the project Olas de Inclusion tries to generate an exchange of good practices among European entities that promotes the social inclusion of people with ASD in the performance of cultural, leisure and sports activities. The aim is to disseminate and share the good practices generated and to carry out training actions through the construction of a wider transnational network of entities, professionals, volunteers and families sensitized and trained to assist people with ASD under equal conditions in the field of leisure, culture and sport. Through this training in strategies that favour inclusion and that allow an access of people with ASD in equal conditions in cultural, sport and leisure activities, it will increase the number of people with ASD that participate in inclusion in activities of this type in conventional entities and/or will improve their level of inclusion in them. This will increase the awareness of the society towards people with ASD in the environments of all these activities. People with ASD and their families, volunteers, institutions, companies and professionals in the field of leisure time and society in general, will be beneficiaries of the results of the project. Three transnational seminars will be carried out in which all kind of profiles could participate, as considered by the partner entities: high positions of the entity, professionals of the leisure sector, youth workers, people with ASD and volunteers from the different countries so that they can give their point of view from their role in the process. A guide of good practices would be elaborated about strategies that facilitate the inclusion of people with ASD in leisure, culture and sport contexts. This guide will be elaborated with the synthesis of the main good practices shared between the benchmarking between the partner entities and the network of local entities. A training itinerary will also be elaborated with different modules about different aspects of ASD, inclusion, quality of life and strategies that favour the inclusion process in the above mentioned areas. Access to this training will be open both to the materials (produced in five different languages) and to all the online training that will be carried out. Each partner entity of the project will generate in its country a network of entities in the field of leisure, culture and sport with interest on the attention and inclusion of people with ASD, which will be trained with the training itinerary carried out and will be advised in the process of adaptations. The trainings will be specific according to the target group, differentiating trainings for families, as an important part of the inclusive process, for volunteers who can support the normative entities in this process and for entities and professionals of the leisure sector. The impact of our project will be a greater social awareness of the importance of the inclusion of people with ASD in conventional activities. By means of the training actions and the advice we intend, more normative entities will adapt their activities so that people with ASD can participate in them in equal conditions. This would increase the number of people with ASD participating in inclusion activities and the offer of leisure time options in which people with ASD can participate with guarantees of success. This project would be the germ to continue promoting and expanding this network of entities and free time resources to which people with ASD can have access to a wide range of free time options as any other person.

"<< Background >>Past researchInitially developed in the turn of the 20th century, today Play Therapy refers to a large number of treatment methods, all applying the therapeutic benefits of play. Play therapy differs from regular play in that the therapist helps children to address and resolve their own problems. Play therapy builds on the natural way that children learn about themselves and their relationships in the world around them (Axline, 1947; Carmichael, 2006; Landreth, 2002). Through Play Therapy, children learn to communicate with others, express feelings, modify behavior, develop problem-solving skills, and learn a variety of ways of relating to others. Play provides a safe psychological distance from their problems and allows expression of thoughts and feelings appropriate to their development..In recent years a growing number of noted mental health professionals have observed that play is as important to human happiness and well-being as love and work (Schaefer, 1993). Some of the greatest thinkers of all time, including Aristotle and Plato, have reflected on why play is so fundamental in our lives.Though play is often regarded simply as a way for individuals, particularly children, to relax, scientific research has proven that play is a crucial factor in healthy child development. Studies show that newborn babies possess billions of brain cells; however, these young cells lack the complex neural interconnectivity that is characteristic of a mature, fully-functional human brain. Neuroscience has revealed that the majority of the brain’s growth takes place within the first five years of a child’s life, and the act of play contributes significantly toward the development of interconnections between neurons. These neural links play a major role in key areas of the child’s life, such as learning, social development, emotional development, and memory.Our definitionPlay therapy is a method of therapy that uses play to uncover and deal with psychological issues. It can be used on its own, particularly with children, or along with other therapies and medications.Play therapy is a form of therapy used primarily for children. That’s because children may not be able to process their own emotions or articulate problems to parents or other adults. While it may look like an ordinary playtime, Play Therapy can be much more than that.A trained therapist can use playtime to observe and gain insights into a child’s problems. The therapist can then help the child explore emotions and deal with unresolved trauma. Through play, children can learn new coping mechanisms and how to redirect inappropriate behaviours.The benefits of Play Therapy are:•taking more responsibility for certain behaviours•developing coping strategies and creative problem-solving skills•self-respect•empathy and respect for others•alleviation of anxiety•learning to fully experience and express feelings•stronger social skills•stronger family relationshipsPlay therapy can also encourage the use of language or improve fine and gross motor skills. Play therapy can furthermore be used alone or alongside other therapies such as psychomotortraining and Montessori based therapies.Although people of all ages can benefit from Play Therapy, it’s typically used with children between the ages of 3 and 12.Target groupsPlay therapists should be well-trained in child development, attachment, and the use of play as a way to communicate with children. The play therapist should also be trained in a recognized therapeutic approach, such as child-centred, cognitive-behavioural, Adlerian, or Gestalt therapy. In addition to having the appropriate educational background and relevant experience, the therapist should be adequate in working on personal and family issues and make the connection with the parent(s).Following profiles are required of the trainees:•psychologists and psychiatrists•behavioural and occupational therapists•physical therapists•social workers<< Objectives >>Our goal:At present such Play Therapy is basically non-existent in Bulgaria and Turkey, while the need for it is high, and there is need for practical training towards fast deployment of such therapies.Our project aims therefore to develop an ECVET compliant Play Therapy training towards early child intervention. It will therefore rely on best practices collected from Belgium and Portugal. To succeed, the trainees will have to complete 150 hours of Play Therapy instruction.Needs of partnerships:Our Bulgarian and Turkish partners operate at this moments various child development/rehabilitation centres where they would like to deploy Play Therapy. Currently, VET education in Play Therapy does not exist at all in these countries. By conducting the project, they want to fill this gap in the labour market, while they eagerly want to deploy Play therapy in their own countries on a VET level, whereby a 150 hour instruction course should allow a swift training of the aforementioned target groups.<< Implementation >>Our goal is to develop an ECVET compliant Play Therapy training towards fast deployment of such therapies. We will rely on best practices collected from Belgium and Portugal. To succeed, the trainees will have to complete 150 hours of Play Therapy instruction.To achieve this, we have outlined following project activities:DEVELOPMENT IOs- by bringing onboard best practices from Portugal and Belgium, the development of the IOs will have a head start- all involved partners in Bulgaria and Turkey are expertised in early child development, and thus have the best competences to co-develop the PRs- all technical infrastructure (ICT support, online and mobile apps, etc.) will be supported by the Belgian partner, which has extensive expertise in this field.- each IO development is subdivided in activities (see the ""project results"" section) with assigned leading partners, while all partners are contribution to all PRsDISSEMINATION- throughout the project duration, all partners will propagate the aims and objectives of the project to the target groups, beneficiaries and stakeholders, thus raising awareness- the final multiplier event will ensure the launch of the project outcomes to the target groups, beneficiaries, stakeholders- by ensuring the material will be made available as OERs, we ensure a further take-up and customisation/localisation also after the end of the projectQUALITY CONTROL- by applying a strict quality control, we aim to ensure that the outcomes meet the needs of the target groups- important in this will be the role of the advisory board in Bulgaria and TurkeyPer PR we have defined activities and responsibilities:PR1: ECVET compliant Play Therapy curriculum and training course contentA1.1: Draft curriculum outline - lead by Ruse University - by Month 3A1.2: Final curriculum outline - lead by Ruse University - by Month 6A1.3: Draft course content - lead by Ruse University - by Month 12A1.4: Final course content - lead by Ruse University - by Month 12A1.5: Translation of curriculum and course material - by NARHU, Rehab EXP - by month 15A1.6: Online, mobile deployment - lead by PhoenixKM - by month 17A1.7: Piloting and evaluation - lead by Rehab EXP - by month 23A1.8: Consolidation pilot findings - by Rehab EXP - by month 24A1.9: Optimised curriculum and training content - by Ruse University - by Month 24A1.10: Optimised online and mobile learning platform with embedded optimised IO1 content - by PhoenixKM - by Month 24PR2: Play Therapy TechniquesA2.1: Draft list of techniques to be aligned with IO1 modules - lead by NARHU - by Month 9A2.2: Final list of techniques to be aligned with IO1 modules - lead by NARHU - by Month 14A2.3: Translation of all techniques - by NARHU, Rehab EXP - by month 15A2.4: Online, mobile deployment of techniques repository plugin and its content population - lead by PhoenixKM - by month 17A2.5: Piloting and evaluation - lead by Rehab EXP - by month 23A2.6: Consolidation pilot findings - by Rehab EXP - by month 24A2.7: Optimised techniques content - by NARHU - by Month 24A2.8: Optimised online and mobile learning platform with embedded techniques content - by PhoenixKM - by Month 24PR3: Guidelines for effective Play TherapyA3.1: Draft handbook guidelines - lead by AIREV - by Month 9A3.2: Final handbook guidelines - lead by AIREV - by Month 14A3.3: Translation of all handbook guidelines - by NARHU, Rehab EXP - by month 15A3.4: Creation of supporting videos - lead NARHU - by Month 17A3.5: Online content population and creation HTML5 LiveBook with embedded videos - lead by PhoenixKM - by month 17A3.6: Piloting and evaluation - lead by Rehab EXP - by month 23A3.7: Consolidation pilot findings - by Rehab EXP - by month 24A3.8: Optimised techniques content - by AIREV - by Month 24A3.9: Optimised online and mobile learning platform with embedded techniques content - by PhoenixKM - by Month 24<< Results >>Our project aims to have an immediate impact, whereby our ECVET compliant training modules will support a 150 hour course instruction, preparing our envisaged target group for deployment in (early) child development centres across Bulgaria and Turkey. It must be highlighted here that the partners ET ""ANALITICHNA ZONA - STANIMIRA NACHEVA"", NARHU, AIREV and REHAB EXP are currently operating such centres in Sliven, Plovdiv, Ruse, Vizela and Ankara and are fully committed to roll out these courses immediately and employ trained trainees as an outcome of this project.Following outcomes are envisaged:•PR1: ECVET compliant Play Therapy curriculum and training course content: Therapeutic play helps children with social or emotional deficits learn to communicate better, change their behaviour, develop problem-solving skills, and relate to others in positive ways. It is appropriate for children undergoing or witnessing stressful events in their lives, such as a serious illness or hospitalization, domestic violence, abuse, trauma, a family crisis, or an upsetting change in their environment. Play therapy can help children with academic and social problems, learning disabilities, behavioural disorders, anxiety, depression, grief, or anger, as well as those with attention deficit disorders or who are on the autism spectrum.•PR2: Play Therapy Techniques, Toys: Just as there are many different ways that children play, so are there many different types of Play Therapy. We envisage to develop at least 50 detailed play techniques illustrated in addition via pictures and videos. These will be grouped in nondirective Play Therapy (based on the principle that children can resolve their own issues given the right condition and the freedom to play with limited instruction and supervision), and directive Play Therapy (uses more input from the therapist to help speed up results). Play therapists use both approaches, depending on the circumstances.•PR3: Guidelines for effective Play Therapy: Play therapy therapists should employ several general guidelines and practices in treatment in order to foster the greatest benefits for people in their care. These range from adjunctive therapy for adults who play key roles in the child’s life, to placing emphasis on the promotion of mental health and psychosocial development, explaining treatment plans to the person receiving treatment and a child's legal guardians, if necessary. Therapists may also coordinate treatment with doctors or other health care professionals to ensure that a child's welfare remains the treatment priority. If inappropriately touched by a child in treatment, the therapist may find it best to explain that it is important that each person’s body is respected, document the event, then discuss the situation with the child's legal guardians at the earliest opportunity. A therapist may also find it necessary to make arrangements to prevent the child, or any person they are treating, from feeling abandoned, should there be a break in treatment.All above PRs will be supported with an online/mobile (Android, iOS) learning platform, allowing also the seamless embedding of the produced videos.•ME1: In addition, a final multiplier event will be organised in Ruse, Bulgaria, in the final month of the project. During this event, all project outcomes will be formally launched."