Sport can help reduce that stigma of disability & discrimination, as it can transform community attitudes about persons with disabilities by highlighting their skills and reducing the tendency to see the disability instead of the person. Through youth sport work and sports, persons without disabilities interact with persons with disabilities in a positive context forcing them to reshape assumptions about what persons with disabilities can and cannot do.However, NFE educators and youth workers working with this target group often have little or no experience in using sport as an educational tool.OBJECTIVES:Support youth workers to develop key competences for using sport methodology in youth work for inclusion of different abilities’ youngstersEnhance knowledge management of youth organisations with new innovative resources & training curricula Provide the linkage of youth with other sectors through their cooperation during the SVs and local dissemination events, and thus to further build capacity of our youth organisations for inter-sectoral cooperationDevelop the competency framework for youth SPORT workers for inclusion of different abilities’ youngstersAllow youth workers to practice their skills to managing creative youth sport work projects on European and national level, and thus further increase competences of youngsters in inclusion.Engage into intensive dissemination & exploitation activities of newly produced products and attract more different abilities’ youngsters to our youth sport work activities.Project activities:A1 Preparatory meetingO1 Handbook “Inclusion of different abilities’ youngsters through NFE and youth work”A2 SV Italy O2 Curriculum “Inclusion of different abilities’ youngsters through NFE and youth work”A3 TC1 based on O2 CurriculumO3 Curriculum “Using sport methodology in NFE and youth work for inclusion of different abilities’ youngsters”A4 TC2 based on O3 CurriculumO4 Toolkit “Creativity and innovation - adapting sport methods for inclusion and interaction of different abilities’ youngsters through youth (sport) work”A 5,6,7,8,9: Local dissemination events - TCsA10 YE “Creativity and innovation in youth SPORT work for inclusion of different abilities’ youngsters”A11 SV BerlinO5 Guidebook: “Competency framework for youth SPORT workers for inclusion of different abilities’ youngsters”A 12,13,14,15,16: Local dissemination events - conferencesA17 Evaluation meetingReporting and DisseminationYouth in local communities will benefit thanks to the empowerment of our participants who will further guide, lead and organise those youngsters to get more active in sport and health-enhancing physical activities for inclusion of different abilities’ youngsters. We expect the increased competences and readiness of young people in communities for taking active stand on fighting exclusion, discrimination and intolerance and promoting inclusion and acceptance of different abilities’ youngsters.

<< Objectives >>1. To encourage young people to promote social inclusion through identifying the positive examples of their communities.2. To create innovative practices for educators, teachers, parents and other staff connected to education and upbringing of young people. 3. To create new practices in social inclusion education and increasing the inclusive practices in youth work.<< Implementation >>The project activities include: Youth exchange, webinar, comic book, local and multiplier events, public campaign.<< Results >>Developed educational resources for using art and digital tools as an educational method in youth work, comic book, webinar and booklet on how to use art in youth work educational practice. Public campaign to raise awareness about social inclusion and multiplying the project outcomes.

In 2019 sport is an area of life in which people with disabilities arguably have less favourable experiences than their non-disabled peers and competitors. Typical barriers for people with disabilities to participate in sport include lack of awareness on the part of people without disabilities as to how to involve them in teams adequately; lack of opportunities and programmes for training and competition; too few accessible facilities due to physical barriers; and limited information on and access to resources.The unique ability of sports to transcend linguistic, cultural and social barriers makes it an excellent platform for strategies of inclusion and adaptation. Through youth sport work and sports, persons without disabilities interact with persons with disabilities in a positive context forcing them to reshape assumptions about what persons with disabilities can and cannot do.However, NFE educators and youth workers/leaders working with this target group often have little or no experience in using sport as an educational tool. Many do not know how to maximise the potential of sport as a method within their regular youth work, despite of the fact that sport activities can be considered one of the most valuable NFE experiences for children and youngsters. On the other hand, the sport trainers often are even less ready and prepared to work with special needs youngsters and they often don't have skills or time or resources to promote inclusion of people with disabilities. Our project is trying to put the above-mentioned needs and EU Guidelines/policies into action by developing new curricula and methods for empowering both youth (work) organisations, as well as the sport organisations - to increase their capacity building and human resources for quality envisioning and promoting the physical activity events (youth sport work and sport events) that thus contribute to increasing participation in quality sports by more youngsters, and especially by children and youngsters with disabilities. Objectives:-Bring positive and long-lasting effects on participating and indirectly on non-participating (youth and sport) organisations and youth/sport workers by enhancing knowledge management with new innovative youth work and sport resources and training models/curricula in order to provide quality youth sport work programmes for inclusion of youngsters with different abilities in our communities.-Support youth workers and sport trainers in acquiring and developing key competences as youth trainers (of other youth/sport workers) in the field of using sport methodology in youth work and sports for inclusion of different abilities’ youngsters.-Engage into intensive dissemination and exploitation activities of existing and newly produced products and attract more different abilities’ youngsters to our youth/sport work activities, and thus increase inclusion among youngsters.We expect minimum of 506 participants of the project: 12 staff/project managers & assistants; 10-16 teachers/trainers/researchers & youth workers all working on the intellectual outputs; 220 participants of the multiplier events; 24 trainers - participants of the LTTA and over 40 multipliers (10 per country) that will be using our intellectual outputs in their work and testing their effectiveness locally both personal and on organisational level with more than 200 youngsters, out of which 80 will be of fewer opportunities.Project activities:A1 – Project ManagementM1 – Kick-off meetingO1 – Guidebook “Using NFE and sport methodology for inclusion of youngsters with disabilities”M2 – 2nd meetingO2 – Curriculum “Training youth workers and professional sport trainers in using sport methodology for inclusion and interaction of different abilities’ youngsters”C1 – LTTA Training of trainersM3 – 3rd meetingO3 – Toolkit “Sport methods/games – adapted for using in youth / sport work for inclusion and interaction of different abilities’ youngsters”M4 – 4th meetingE1, E2, E3 – National conferences in IT, HR, RSE4 – International conference, DEM5 – Evaluation meetingPartners will develop and use the innovative intellectual outputs, promote innovative methods and pedagogies, develop learning materials and tools in sport and youth work for inclusion of youngsters with disabilities. We expect the positive and long-lasting effects on partner organisations who will increase their capacity and competences for providing quality adapted sport activities for inclusion based on innovative approach with using intellectual outputs of in their work with beneficiaries. Marginalised youth in communities will benefit from the enlarged support tools and mechanisms in their communities from sport trainers and youth workers. On local and national level, we expect increase of all (mainstream and marginalised) youngsters’ competences for inclusion.

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.

<< Objectives >>-Empower parents and guardians for the independent living of persons with disabilities (PWD).-Empower our adult educators and improve knowledge management of our organisations in theory and practice for building competences of educators for independent living of (young) adults with disabilities.-Share project results, exchange good practices on local/national level, as well as further develop quality strategic partnership among partners and wider within the field of adult education of PWD.<< Implementation >>-3 partnership meetings in IT, RS and DE-Intellectual outputs: O1 Handbook and O2 Intensive Mentorship Course Methodology and its pilot - targeting parents/guardians of PWD; O3 Toolkit and O4 Curriculum for raising competences of adult educators in the topic of empowering parents/guardians in endeavours for independent living of (young) adults with disability-4 Local trainings of trainers-4 multiplier events<< Results >>-O1 Handbook on independent living of persons with disabilities (PWD)-O2 Intensive Mentorship Course of parents and PWDs together - 10 families involved in pilot course-O3 Toolkit for adult educators with workshops and activities to use in their direct work with parents/guardians of PWD-O4 Curriculum “Training of adult educators on how to support, educate and mentor parents/guardians of PWD for independent living of theirs”-32 trainers trained -130 multipliers on our events