"The European Pillar of Social Rights has defined education, training and lifelong learning as the first priority for equal opportunities and access to the labour market. The phrasing of this priority: ""Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market"" shows that the European Union is considering education and lifelong learning in a holistic way, putting skills, competences and knowledge in the centre. The main emphasis of all education policy efforts in the European Union have been along the axis of inclusion. The inclusion of people with disabilities is, at the same time, a legal requirement as the EU as well as its Member States have ratified the UN Convention on the Rights of People with Disabilities (CRPD). The right, responsibilities and duties of parents as the legal guardians and primary educators of their children is defined in the UN Convention on the Rights of the Child (UNCRC) that is also ratified by all EU Member States even though not the EU itself. The UNCRC and the CRPD also clearly define the duties of public actors in supporting the protection of rights as well as in catering for the needs of parents and guardians. The EU primarily has a disability policy in place that also emphasised the importance of inclusion. Some of the project partners have worked together on a previous project, ELPIDA that was chosen for the Zero Award 2020 as a unique approach supporting the parents of people with intellectual disabilities (PWID), especially of older children. There was a wish and urge to continue developing tools for parents, but also to support them in the inclusion of their children. Thus the focus of this project is still on parents as a primary target group, but also focuses on the needs of parents with smaller children. The European Disability Forum, in their praise for ELPIDA also called for more support for parents in a general context where disability programmes usually focus on independent living, leaving out the most important support network from financed innovation. For this to be achieved, we are especially targeting parents of children with intellectual disablitilies (ID), but for inclusion to become a reality the secondary target group is the general parent and professional educator/social worker community. What we are using as a baseline in this projectis the needs of parents of PWID, but also general needs of other groups that PWID are to be included into. This way, ouraim is to make parents conscious of the importance of inclusion regardless of their being the parent of a PWID or not. This, in turn, will then make institutions as well as other places important in the life of children more inclusive to make a move towards universal design throughout Europe. We see a very important role for professionals in it. Thus we are also aiming at offering them role models to better understand the otherness of PWID as well as the possibilities and advantaged of their inclusion in institutions, especially schools, for their lifelong inclusion in society.Thus the first aim of the project to establish a learning community of parents of PWID to help them overcome everyday challenges and for them to become warriors of social inclusion, and the second aim is to support the inclusiveness of institutions, especially of schools to create a strong base of societal inclusion of PWID, but also of people with other disabilities. Utilining the possibilities that the digital world can offer we are aiming at providing the information material via an e-platform to make it free and accessible to all, at any time and any place.This project aims at providing parents of children with visible and non-visible disabilities (inculding behavioural difficulties) the necessary skills and knowledge in order for them to be competent and confident to provide the right support and empowerment to their children. This will have a direct positive impact on people with disabilities and will lead to better transition to adulthood, social inclusion, and better quality of life in general."

"<< Background >>The ERASMUS Plus project ""Parents for inclusion"" combines two closely related requirements in an innovative way. The topic of early childhood support and ensuring the educational success of children is becoming increasingly relevant in migrant, social as well as ethnic marginalized groups. At the same time, concepts are being sought in all countries to reach parents with social disadvantages in the first place and to actively involve them in social work. In all EU countries, such as the participating countries DE, ES, IT and HU, there is a systemic pattern of social disadvantages and discrimination among different social groups and the long term educational success of the children. Families with low economic, cultural and social capital are less able to provide their children with knowledge and skills necessary for school success. Based on the work experience of the participating project partners with socially disadvantaged groups, the project ""Parents for inclusion"" was created with the aim of developing a common cross-national Empowermet methodology for socio-pedagogical work with socially disadvantaged parents for early childhood support, strengthening self-organization and social participation. The central cornerstone of this approach is preventive parental participation or parental work for inclusion by empowering self-organization according to the emancipatory-participatory pedagogy of Paulo Freire. The project ""Parents for inclusion"" consciously works in and with heterogeneous settings in order to develop methodological products and working methods that are as realistic as possible and universally suitable for the practice of social work. The overall strategic goal is to enable disadvantaged parents to organize themselves, to participate socially through self-organization, and to advocate for the interests and educational success of their children. Either with the help of multipliers, such as social workers, or in the form of self-organization using the products developed in the project. With this approach, the socially integrative resource of migrant and self-organizations is successfully combined in the long term with the professional competencies of public counseling and support services in oder to further development and openening for inclusion.<< Objectives >>The partner organizations want to set a positive example with a signal effect for other organizations, european politics as well as to all democratic self-organizations of migrants and other socially disadvantaged groups. The further expected results are: - Exchange of experiences and good practices especially on the topic of early childhood education for migrant children - the organizations from DE, ES, IT will expand their scope of social work - the Hungarian partner will significantly expand its work with Roma groups and parents from this minority (know-how transfer)- the involved trainers, pedagogues, multipliers will get to know and apply new methods in social work- migrant and Roma parents will become active and organize themselves in the sense of democratic participation and inclusion- parents' awareness and ability to recognize and counter early childhood deficits increases- Migrant parents can orientate themselves and act in new educational systems- migrant children receive support from parents and are better able to participate in school- premature school dropouts are prevented and long-term educational success is ensured- the self-confidence of migrants and Roma - parents as well as children - increases- the acceptance by the host society increases - caused by the positive commitment of the parents- improvement of relations between parents, children, kindergartens and schools.The most visible result and product will be the multilingual handbook with various modules for parental work, teaching videos and documentation of working materials in the form of a method tool box and a digital learning platform, which invites to follow the path of positive example in the interest of the educational success of migrant and Roma children.<< Implementation >>All participating partner organizations will share their know-how in the sense of a cross-over transfer and integrate the products developed by the respective partners into their work. Under the thematic perspective of securing the educational success of the children of disadvantaged people, inclusion will be qualitatively further developed as a guiding theme. Starting from the initial reception and professional orientation, through the mobilization of mothers, cultural work to the promotion of self-organization, the project provides the necessary learning modules, learning programs and concepts for workshops, seminars and meetings to work with and for parents affected by social exclusion.<< Results >>The European Union considers education and lifelong learning holistically in its publications and focuses on skills, competencies and knowledge. The main focus of all education policy efforts in the European Union follows the guiding idea and concept of inclusion, according to which ""Everyone has the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that will enable them to participate fully in society and to make successful transitions in the labor market"" . The project ""Parents for inclusion"" achieves exactly this goal, as it empowers people affected by social exclusion and disadvantage, here especially the parents, to acquire new competences, to learn and to be able to contribute to the educational success of their children. In addition, the participating organizations receive the know-how to support the people holistically. With the achieved results and products, such as the multilingual handbook with different modules for parental work, teaching videos and documentation of working materials in the form of a method tool box and the digital learning platform, the necessary working material is available to all interested parties to pursue these goals and to implement them in new contexts. The project makes a special contribution to the reduction of discrimination and prejudice and serves the social coexistence in the sense of a lived inclusion."