The employment rate of disabled people is 50% in EU27 countries. People with disabilities are almost twice as likely to be inactive compared to non-disabled people. Therefore it is crucial to address the needs of people with disabilities in order to allow them to better integrate into the labour market and to participate in society.Currently, Associations and Experts providing services for persons with disabilities bet on occupational therapies for assessing the capabilities of each person and their uses and/or possibilities. These therapies aim to achieve persons to be as independent as possible in order to improve and maintain their quality of life. But occupational therapies not only work to break down the barriers which impede individuals in their everyday activities, but it can also work contributing to the social and economic fabric of their communities, identifying and improving the skills of each person in order to define which working activities can users perform in order to work in a specific workplace.On the other hand, the EU furniture sector is a key driver of sustainable growth with a significant contribution to Europe‘s overall economic health, competitiveness, creativity, innovation, employment and export. The furniture sector, as other traditional industries, is highly dependent on the workforce, and it has been demonstrated in different studies (1) that some industrial tasks from these sectors can be performed by people that have some specific disabilities with a previous assessment of the skills and transversal capacities required for each workplace and the skills and transversal capacities of each person. Therefore, the furniture and woodworking sectors can contribute to labour and social inclusion.In this context, WOODABILITY project was a multidisciplinary and transnational partnership formed by 4 entities:-A Centre supporting disabled people in Vocational Educational Training. (SSCD)-A Technical and Training Centre specialized in the Furniture and Woodworking sector. (CETEM)-An international VET Centre for the promotion of Education and Development.(CEIPES)-An University Centre working in the context of learning, lifelong learning and technology supported learning the Innovation in Learning (ILI)Firstly, partnership developed a thorough analysis of which skills and transversal capacities are developed and even acquired while performing tasks related to the furniture and woodworking industry. We determined more than 100 tasks and kills or capacities developed with this task. The result of the output1 step 1 was Analysis of skills and transversal capacities report. Secondly we defined the training units and learning outcomes and we developed a common curriculum proposal.Third step was developing teaching materials and the system for the Recognition and validation of knowledge, skills and competences. We developed 23 modules on furniture sector. The last step was implementing these training curriculum for people with disabilities in theoretical and practical training. We trained 20 people with disabilities from 3 different disability groups (Hearing Impairments, Mental Retardation, Cerebral Palsy). Then we developed a training path and training content on therapies for disabled based on manufacturing processes and techniques employed in the furniture and woodworking sector for the recognition and validation of skills and transversal capacities according the results of this pilot training.These results reached mainly disabled and service providers for disabled, teachers, VET institutions, entrepreneurs and entities from the world of work and Labour inclusion and policy makers in the field of VET, work and Labour inclusion.In the application form part F.2.3. we had planned to organize Learning/Teaching/Training Activities as workshops after international meetings with the participants of international meetings. The Learning/Teaching/Training Activities planned as an additional activity to international meetings. So that we didn’t ask travel costs because we had planned to make Learning/Teaching/Training Activities after the each international meeting. Learning/Teaching/Training Activities are mentioned as workshops at the application form. Then we understood that this logic is not what Learning/Teaching/Training Activities shall be. So that we understood that the way that we mentioned in the application form is not an appropriate way of using that budget according the program rules. Not to implement learning/teaching/training activities didn’t influence our project purposes in negative way because they were also planned as workshops after the international meetings at the application form. According to application form (part F.2.3) the Learning/Teaching/Training Activities were supplementary to international meetings.We carried out international meetings and we organized some skype meetings to discuss the topics mentioned at F.2.3. We discussed the tasks

"As stated above Article 27 of the UNCRPD and its Optional Protocol has 11 directives to secure ""the right of persons with disabilities to work, on an equal basis with others"" while the European Disability Strategy 2010-2020 identified 8 areas for action for the elimination of barriers, two of these being 'Employment' along with 'Education and training'. However while there is intent, data suggests that more needs to be done if the barriers to employment for disabled people are to be eliminated. Currently good work is being done to enhance the training received by disabled people so they have the skills required to contribute, but there is a significant need to ensure that SMEs can face the directives with confidence, if the changes for disabled people are to take place.SupportAbility was created in order to address the gap in resources that currently prevents SMEs in the furniture and woodworking industries being full contributors to the aims of the UNCRPD. Its core aim was to provide resources to ensure that people living with disability can secure long-term employment through SMEs being able to supply the support they require from within the workplace. To this end, the project sought to gain access to available resources and construct new ones for SME Directors, Managers and employees to enable access to information needed when employing people with disability. SupportAbility had 6 partner organisations, from 4 countries (UK, Spain, Portugal and Turkey) that brought a diverse experience to deliver the objectives including working with SMEs, implementing VET, advocates for disabled people, creating e-Learning activities and analysing social research. The method for the project was founded on providing 5 substantial outputs as resources that assisted in delivering the objectives and are as follows: 1. A report on the current state of affairs for furniture industry SMEs in employing disabled people with an analysis of their needs. 2. A database providing resources for SME managers that can assist them in employing disabled people.3. A User Guide to assist them in navigating and applying the database.4. A curriculum for the training of mentors to support disabled people in the workplace. A set of learning activities was also developed. 5. An e-Learning course that can be implemented through a specific e-Learning platform.(Ref: All outputs are on the dissemination platform (DP))The work was undertaken in the order above and the work on each output informed the development of the next. In order to achieve the outcomes above, the partners made contact with over 100 organisations from across the sector in which they work and engaged with circa 500 stakeholders (Annex 1) in order to reach the objectives. The stakeholders mainly came from partner countries and took part in surveys, learning activities other eve and events. They also input into work for outputs 1, 2, 3 and 4. A key outcome was the creation of a curriculum and e-Learning VET course for the implementation of the curriculum developed (Ref: Outputs 4/5 DP). It took place in the form of a pilot which comprised two week face to face input and e -learning content in the interim. In the application 12 furniture industry employees were to train as mentors. However during the project, partners realised the special value of training for those people in organisations that need to implement the procedures, to support the employment of people with disability, including learning from their peers. For this reason and economic issues affecting SMEs the project partners proposed to the National Agency a change to the attendance from Spain. The proposal was accepted on the 26th February 2018 and 6 VET training students (beyond legal age) in the furniture sector attended, together with (initially 5 and for the second week 4 (due to force majeure issues) staff from UK furniture organisations. The partners believe this retained the principles and context of the activity whilst making the outcomes of the project more sustainable.The partners expect that within furniture industry SMEs, there will be a significant increase in their sense of initiative and entrepreneurship in their approach to recruitment. The outputs exist to enable SMEs to move past seeing the disability in a candidate for employment, so they can engage with them as part of a team while having the confidence to deal with any special needs systemically. Beyond the project's lifetime, SupportAbility can become an example of a practical implementation of the ethical position stated within directives like UNCRPD and the European Disability Strategy 2010-2020. In this context, SupportAbility can bring an increased inter-regional and transnational cooperation between public authorities in their VET commitment to supporting SMEs seeking to maximise accessibility to their world of work in all its forms. At grass root level the learning activity challenged the Spanish students career thinking."