The IncluEdu project was launched against the background that smartphones and tablet computers are widespread representatives for mobile information and communication technology (ICT). ICT is expected to innovate learning and teaching in numerous ways, including individualised, anytime and mobile access to learning opportunities for all. Research suggests a profound effect of mobile ICT on pedagogy and on learners. For learners with special educational needs (SEN) mobile ICT allows for an even wider individualisation of learning materials and adaptation to personal learning styles. Inclusion for people with SEN in education is a primary goal in Europe. Analyses conclude that what is good practice and provision for learners with SEN is good for all learners.Yet, educational organizations were not ready to adopt mobile ICT and to realise the potentials of this technologies for broadening inclusion. To become more inclusive and to adapt teaching and learning structures and approaches correspondingly, deciders, managers and teachers of educational institutions needed new competences.Hence, IncluEdu aimed to create an innovative, European-wide, modularised further education programme for, and network of, education providers by exploiting the huge potentials of tablet computers for wider inclusion of learners with SEN. The aim was that these organisations gain the necessary competences to successfully introduce mobile ICT such as tablets to support inclusion within their offers.The Strategic Partnership developed, tested and implemented outcomes relevant to stimulate a wider uptake of ICT in teaching and learning to increase the level of inclusion of a wide array of educational organisations, with a particular focus on compulsory education. A set of activities and outputs formed the “heart” of this partnership: a Quality Guideline for customised courses; a competence model and set of key modules for individualized courses; a module on personalized learning with tablets; a collection of practical inclusive learning and teaching scenarios; a unique online community and resource platform for educational professionals; and a benchmarking approach that fosters a high level of quality to make this project a strategic partnership of excellence.IncluEdu followed a rigorous structure of developing, implementing, evaluating and re-working of a course programme with the active involvement of teachers, managers, and learners with SEN. The project duration of three years allowed for an iterative approach to develop high quality courses that fit the course structure and contents to the requirements of educational organisations. The overall structure during the project's lifetime had been aligned along the following clear and easy elements: Year 1: Planning and Development; Year 2: Piloting and Testing; and Year 3: Dissemination of Results. Towards the final project phase, 5 National and 1 European multiplier event have been performed to disseminate results and outputs to education organizations and other stakeholders.Education organisations that participated in IncluEdu courses were able to build up new competences in their staff to provide more inclusive, personalized education for learners with and without special educational needs. Participating teachers and managers were able to link to a community of likeminded organisations that are steering towards the same goals. Becoming a member of this community enabled them to network and exchange ideas on inclusive education and on the use of mobile ICT, and to find help when needed. The long term perspectives, formulated at the beginning of the project, are still valid, that the whole European education sector should benefit from the outcomes of this project in various ways: educational organizations will be enabled to better include all different kinds of learners in their educational offer; educational staff will gain competences necessary to use tablets in inclusive teaching and learning settings; learners with SEN will have better choices and will be more able to take part in mainstream education just like anybody else.The IncluEdu partnership consisted of five partner organisations. atempo (Austria) as the project's leading organisation is specialised in ICT training for educational professionals and people with SEN at the same time. The Rix Research Centre (London) works with people with disabilities alongside their teachers and supporters to explore innovative, inclusive approaches to learning. The Finnish Association on Intellectual and Developmental Disabilities (FAIDD) promotes education and participation for people with intellectual disabilities, and organizes training for professionals specialized in inclusive education. UrAbility (Ireland) is specialized in Assistive Technology solutions for schools. ITA (Germany) is a research institute with expertise in benchmarking and organizational development.

All Inclusive – Overcoming Barriers to Participation is an innovative strategic partnership project for youth. It comprises of six partners in three different countries: Finland, Italy and North-Macedonia. The partners all work with mobility projects and/or young people with disabilities and are very keen on developing new methods on how we can enable mobility projects to the who are now excluded.For various reasons young people with disabilities are often excluded from international co-operation, for example, from Erasmus + mobility projets. By disabled in this project we mostly mean people who have intellectual and developmental disabilities. This diverse group of people will need special support to be able to attend mobility activities. For some youngsters with disabilities it is not even possible to travel and participate in the above-mentioned experiences, for example, because of multiple and complex disabilities. The organizations taking part in this project feel, that there is a lack of knowledge and know-how about how one should design and execute mobility projects with young people with disabilities.The project will develop two intellectual outputs. The first one is a step-by-step guideline which supports the participation of young people with disabilities to mobility activities and take into consideration the special needs of the target group. These guidelines will include the whole process of a mobility project, from planning to evaluation. The guidelines include methods of empowering young people with disabilities, supporting their communication by using different methods. This will include support needed for them to be able to take part in a mobility project.The second intellectual output is a method on how young people with disabilities who are not able to travel, could still meaningfully take part in a mobility project. There can be different reasons for this, sensory defensiveness can hinder the person’s ability to function in public places, the needed support can be so great, that it is not feasible in a mobility project or challenging behaviour can be so severe that traveling is not possible. From our perspective these challenges do no mean that the person in question could not participate in a meaningful way to a mobility project.Both the method and the guidelines will be produced together with the parter organizations, other stakeholders and the young people themselves. The professionals taking part in this project will mostly be teachers, youth workers and other instructors. The young people are young people with disabilities in different situations. Some of them live in an residential unit, some of them take part in daily activities, some of the live at home or by themselves and some of the go to school.Besides the intellectual outputs the organizations in this project will train youth workers young people to use them. During the project the organizations will also develop a mobility project for young people with disabilities and there will be multiplier events in each of the countries. Our goal in this project is also to raise awareness of the possibilities for disables young people for international co-operation. Yes, there are challenges, but it is not impossible to build a true participatory mobility project for the young people in question. All the organizations in this project see this as an important thing and they have seen, that it doesn’t happen by itself. There are actions needed to make this happen.

-Project context: The key aim of the SENEL (Special Educational Needs Employment Links) project was to support transition into the labour market from vocational education and training (VET) and further education (FE) of disadvantaged learners: young people with special educational needs and disabilities (SEND). Such groups are particularly at risk of dropping out at this critical stage in their education and development in almost all countries in the EU (European Union). -Objectives: The key objective of this two-year Erasmus+ KA2 Strategic Partnership project was to contribute three dynamic, culturally-sensitive tools to support this transition process for students with SEND. National and international meetings and multiplier events supported the development of the tools which are available to an international audience on the SENEL website and the EPRP. -Organisations: This consortium comprised of 5 partners bringing direct experience and complementary skills. In England, Finland and the Czech Republic, partners included one institution of higher education (HE) in conjunction with one national partner of a different organisational structure: VET/HE institutions, non-governmental organisations (NGOs) and disability organisations. In Germany, the partner was a larger organisation offering both training for professionals and VET for young people with SEND. All partners offered relevant, specific skills and knowledge, in a wide range of contexts to maximise impact on stakeholders. -Activities: The principle activities of the SENEL consortium focused on the development and dissemination of the following Outputs: -Output 1 is a Portable Exhibition of Good Practice including documentary photographs and videos of best practices, with accompanying text in four languages. It is based on an analysis of shared good practice across the partners. It highlights access to the workplace and continuing VET, and links between VET and the workplace. It is available on our sustainable website dedicated to disseminating project outputs and fostering access to continuing VET, including groups at risk. This was the SENEL first output and continued to be developed throughout the project as a sustainable and flexible resource. -Output 2 is an innovative and flexible tool for employers: “A Mini Guide for Employers of Young People with Special Educational Needs and Disability”. Drawing on real-life case studies, it provides clear guidance about SEND for employers to support transitions into work. It emphasises the added value that people with SEND bring to the workplace, and provides a realistic view of reasonable adjustments which might be needed. -Output 3 is a unique tool for young people with SEND entitled “The Passport to Employment for Young People with Special Educational Needs and Disabilities”. A crucial part of VET training for people with SEND is how to make effective transitions into the workplace. This is a flexible self-advocacy tool for VET/FE students with SEND transitioning from VET/FE to work, for use at various stages of their VET and as they continue into the workplace. Multiple formats are available for example PDF files, an adaptable Word version and an interactive online tool. This will be the first time such a product has been offered in these formats, focusing on disadvantaged groups to support their access to long term, satisfying employment and promoting the inclusivity of continuing VET. -Results and impact: SENEL engaged a wide range of participants: key stakeholders were employers, young people with SEND and VET pedagogical staff. The development of the Outputs and dissemination activities also involved a wide range of relevant stakeholders as participants: NGOs, counsellors and careers advisors, government institutions, trainee VET teachers, VET providers, trainer/teachers, disability and adult learner associations, university staff and students, politicians and funding bodies and the general public. The SENEL project has been widely disseminated in partner countries and at international conferences, and was invited to present at a conference in Bangkok, Thailand, to a conference of professionals from 15 countries in South East Asia. Impact ranges from a direct and ongoing significant influence on the training and development of young people with SEND, to a continuing voice in national organisations and funding bodies. -Longer-term benefits: The long term sustainability of the project is ensured by the continuing free availability of adaptable outputs on the SENEL website, and the use of these materials not only by SENEL partners but also by the many participants in the project who have engaged with the materials and are using them in a range of contexts.