The care and education of the child with special educational needs in infancy and first childhood largely belong to the family. The family members who know the characteristics of his child better than anyone, are considered as the most effective individuals in the success of special education practices. For this reason, providing expert in order to support families, to answer their questions, to find solutions to their problems, to overcome learning deficiencies which are arising from the inadequacy of the child at the maximum level and to ensure the participation of the society from early ages by revealing the strengths in the child are the factors that make early intervention crucial.Our proposal focuses on families with 0-6 aged of mentally handicapped children and related adult trainers. The most important reason is that individuals with disabilities greatly increase their mental development through early diagnosis and the correct special education program in early childhood. For instance; unfortunately, autism is a lifelong problem. But thanks to early diagnosis, slowing the course and controlling the situation is possible. In the studies conducted, it was proved that the autism symptoms showed a 50% decrease in children with early diagnosis and an accurate education and care program.Based on this background, project aims are; to teach families with the best effective methods of early childhood special education (focus on 0-6 aged with mentally retarded such as autism), to give competence them in order to manage early intervention programs, to establish programs according to their and their child’s needs, to guide and encourage them in order to reach more materials and improving key competences.Although our primary beneficiary is families, not only them but also adult teachers/counselors such as school counselor, guidance counselors/teachers, special educators will benefit from this project. It is aimed that adult trainers increase their skills, share the best practices, know wider usage of early childhood special education and early intervention programs, develop new modules or programs according to needs.Within the scope of our project, activities such as international meetings, multiplier events, trainer training mobility, dissemination meetings, seminars, workshops will be organized. Many internal and external participants will be included in these activities.Personnel from all partners will attend international meetings, which is the most important activity that will ensure the success of our project. In these meetings to be held in each country, 3 personnel from our project leader institution and 2 from other institutions will be selected as participants. In addition, there are some addition staff will participate the project in order to develop Intellectual Outputs. The task distribution is made according to the capabilities and experience of the institutions. Our project has three main intellectual outcomes which are listed below:1- Comprehensive Report - Ebook2- Innovative Curriculum of ECI3- E-Learning PlatformSincan RAM will lead IO-1, FHZ (Serbian Partner) will lead IO-2 and EU&PRO (Czech Partner) will lead IO-3. In addition, EU&PRO will be host of LTT Activity which related with Online Education Methodology & Family Psychology Management Methodology.With all these activities, we will obtain impacts on participants, organizations, target groups and other relevant parties;-Participants will enable our participants to develop their management skills to a higher level in their careers.-Project Activities will increase their professional knowledge and skill levels. They will improve their professional knowledge of intervention methods in early childhood significantly. Our trainers will become familiar with innovative teaching methods with the help of the short-term training mobility they will attend.-The activities will increase the self-esteem of the participants; their motivations will be renewed, and their behavior and attitudes will be positively affected.- Outputs to be produced with a strong partnership structure will significantly increase the institutional capacities of institutions. Organizational structures will strengthen and their quality will improve.- They will obtain diversity in their educational content.- All of our institutions will have the opportunity to expand their communication and cooperation networks by increasing their visibility and reputation across Europe- Thanks to the educational content to be developed, families will be able to apply early intervention methods to their children. Besides, these educational materials will provide psychology support.- A holistic awareness will be raised by conveying the project results of all institutions to their respective stakeholders. This will shape the steps to be taken and the interest in such projects will increase.

Autism Spectrum Disorders (ASD) are one of the most common childhood neurodevelopmental disorders which have increased over time. People with ASD have mainly difficulties in social communication and interaction, and repetitive behaviours. At school level, students with ASD have specific needs in different educational stages since difficulties derived from the disorder itself are heightened by the demands at school. It is during the transition from primary to secondary school when the new school demands can produce more stress, depression and anxiety symptoms in students with ASD. These consequences can affect their academic performance leading to school failure or even school dropout or absenteeism. Therefore, these facts show the need to introduce changes in the educational context by providing more training actions focused on teachers and classmates in order to improve the interaction with ASD students based on the support, empathy and comprehension of their needs and requirements. In this sense, IPA2 is aimed at decreasing scholar vulnerability of students with ASD in the transition from primary to secondary school. To this end, IPA2 is focused on the following specific objectives: • Decrease early school leaving in students with ASD.• Improvement relationships in school between students with ASD and their peers and classmates. • Training teachers from primary and secondary schools working with people with ASD in order to provide them with strategies to improve the academic performance of people with ASD and to reduce their anxiety/stress symptoms associated with scholar issues. • Taking advantage of the ASD families experience in order to develop tailored materials and training. • Promotion self-defense strategies in people with ASD to help them to deal with scholar issues.In order to achieve the aforementioned objectives, IPA2 project is focused on developing and implementing a training course for teachers from primary and secondary schools that will be made up of several learning modules, which will be developed by a co-created methodology involving end-users in order to identify and validate the curricular and training requirements. The school vulnerability of students with ASD during this particular transition will be also tackled by developing guidelines for teachers and video guidelines for students so that they can learn how to interact with pupils with ASD, helping them to face school demands. All the materials and products created under this project will be hosted in the e-learning IPA2 platform so that it can be accessible for potential target groups and stakeholders. In order to cover the competences needed for the project, IPA2 partnership is made up of 6 entities from 5 European countries: - 3 NGO’s related to autism: Autismo Burgos (Spain); A Thousand Wishes Foundation (Serbia); Federação Portuguesa de Autismo (Portugal).- 1 organization related to Autism at European level: Autism Europe (Belgium).- 1 research institute as a scientific partner: Polibienestar Research Institute from the University of Valencia (Spain).- 1 enterprise related to the development of innovative ICT in the socio-sanitary field: Social IT (Italy).All the partners involved in this project have experience in carrying out projects related to autism and intellectual disabilities.IPA2 will develop different dissemination actions (i.e. project website, project newsletters, social media, multiplier events, among others) in order to exploit results obtained and reach potential stakeholders as well as to promote the sustainability of the products achieved. Consequently, IPA2 is expected to have the following impact: - Raised awareness among all agents in the field of education (including teachers, students/classmates, tutors, etc.) and also in the general population, of the difficulties that students with ASD have to face, especially during the transition from primary to secondary school. It is expected to reach at least 170 people in a direct way.- Improved competences of the educational community on tackling with the needs of students with ASD. - Easy transferable outputs and products to different schools and contexts to cover the real needs and requirements of students with ASD, teachers and ASD people peers. - Increased teacher’s knowledge and competences by training them on how to interact with students with ASD to reduce their difficulties associated with the demands at school. Hence, at least 30 teachers will be trained in the pilot training actions.- Improved relationships between pupils with ASD and their classmates. At least two videos will be developed involving 2 people with ASD and 2 students without ASD. These video guidelines will be uploaded into the IPA2 e-learning platform permitting their visualization to a great quantity of people.

Autism is a lifelong developmental disability. It is a spectrum condition also referred to as an autism spectrum disorder (ASD). The word ‘spectrum’ is used because while all ASD people share three main areas of difficulty (social communication and interaction, flexibility of thought) the condition affects people in very different ways. Some are able to live relatively independent lives, while others will require a lifetime of specialist support.Today, between 1 in 100 and 1 in 150 individuals are diagnosed with autism, amounting to around 3.3 million people with autism in the European Union (Autism-Europe, 2009). Studies indicate that across the European Union between 76% and 90% of ASD adults are unemployed (The National Autistic Society, 2013). Given that individuals with autism often struggle with the social and communication aspects of work (i.e understanding instructions, interviews, working in a team) these statistics might not seem surprising. However, the greatest employment obstacles that people with ASD face are not caused by their disability but by lack of access to opportunities and by stigma and discrimination in relation to their condition (Autism-Europe, 2014). Despite that, adults with autism often really want to work and have many strengths that can make them potentially outstanding employees (i.e attention to detail, loyal, reliable) (Redman, S. et al., 2009).They simply need assistance to overcome the barriers and difficulties they face.Across Europe, there is a serious lack of education and training that could give people with autism the vocational, social and communication skills that are required for employment. When a person with ASD does seek employment, regardless of whether they managed to gain a relevant education or not, they are often faced with stigma and discrimination related to their autism. Even if a person does not reveal their condition to a potential employer, chances are they will be turned away because employers interpret their communication and social interaction difficulties as clear signs that they are not suitable employees, instead of seeing that with specific forms of support the individual could perform well in the job. Furthermore, for those who do manage to gain a job, keeping it is another challenge, as the combination of inherent difficulties, lack of support and social attitudes can be overwhelming for a person with ASD (Autism-Europe, 2014).The project has the following objectives:•Understanding the benefits of a neurodiverse workforce•understanding autism•increasing awareness of the difficulties an ASD person may face at the workplace•Creating an autism-friendly recruitment process.•Designing an autism-friendly workspaceDuring the project we will developIO1: “opportunities4autism” VET trainer curriculum IO2: “opportunities4autism VET trainer HandbookIO3: “opportunities4autism” Practical Guide for employers IO4: e-learning platform6 Multiplier events (1 in each partner country) including 1 final International conference 2 Learning-Teaching-Training (LTT) activities: Short term training event for VET trainers (C1) 1 short term training event for employers (C2) will be carried out resulting in not only raising awareness about ASD, but also in the VET trainers’ professional development

<< Background >>Turkey Special Athletes Sports Federation (TOSSFED) carries out very important activities with a total of 1679 coaches in 81 provinces of Turkey to provide equality of opportunity and to grow more intellectually disabled (ID) athletes. The coaches of TOSSFED work entirely on the basis of VOLUNTEERING and do not get any wages. In order to train ID athletes, it is necessary to establish cooperation with the family first. However, the Federation and volunteer coaches are unfortunately not capable of managing cooperation with each other because 90% of our federation's coaches are only sports-based without a special education basis. For this reason, even if they are successful in sports coaching, they are quite lacking in family management and non-sports management. They face the challenges of a lack of accessible information and required skills to guide parents with ID athletes. To effectively engage with these families, coaches need to feel competent, confident and adequately resourced. Therefore, it is very important for the coaches who deal with ID athletes to act as an adult educator.Family is the most important factor in the lives of these athletes and mentally disabled people consider their families as role models for them. The volunteer coaches must gain adult education skills in order to guide and manage families with ID athletes. At this point, all federations within the project are desirous of offering compulsory training to volunteer coaches. However, they have no trainings or in-service training activities. Families with ID athletes are also quite insufficient in guiding or approaching their children as well as cooperating with coaches. Families' skills need to be developed to ensure ID athletes have both more successful and sustainable sports careers.Especially the families within the Federations are very inadequate in guiding their children and supporting them in non-sports activities. This inadequacy was felt much more clearly in the Covid-19 Pandemic. Due to the training limitations in the pandemic, the coaches developed a family-supported remote training program. However, these exercises were very inefficient due to the insufficiency of the families and the inadequacy of the coaches in family cooperation. In this process, the physical and mental health status of ID athletes unfortunately regressed. That’s why families with ID athletes need to develop their key skills at a certain level and gain the ability to manage their children for sustainable careers of the ID athletes as well as families’ mental health. Our federation has the authority to direct families and open courses through Public Education Centers in cooperation with the Ministry of National Education. At this point, a standard framework program is also necessary to increase the cooperation of families with ID athletes and to increase their own competencies.All specified needs are common in the participating federations and also many other federations in the EU. Our federation has been working with other Federations in Europe for 1,5 years to develop some standard training materials because other Special Athletes Federations in the EU also experiencing such problems on family management.<< Objectives >>Erasmus+ Adult Education Programme offers an opportunity to meet the identified needs at the EU level. It is very important to find solutions to the needs with a joint study.Within this background, the overall objective of the project is to empower the Special Athletes Federations in Europe on family management. The specific aims of the project are;-to increase competencies of coaches on family management and the transfer of learning situations into families of ID athletes-to increase knowledge and the basic skills of families of ID athletes to be able to better support their ID athletes -to develop inter-connected partnerships between the federations of ID athletes and educational institutions across the EU on the common needsIn addition, the issues we want to achieve with the project, specific to the participants, participating institutions and target groups, are as follows;- To improve participating trainers and coaches' skills in special education as well as in family support programs- To connect and engage the participants more closely with their colleagues abroad, acquire transversal skills and act together to solve similar problems.- To improve the motivation and progress training of the participants to their work and to provide them with better quality service by gaining new perspectives.- To ensure that participating Federations provide better quality service in family support programs- To guide families of ID athletes in non-sports activities and homeschooling of their children and provide better counselling to them- To provide federations with standard training programs for volunteer coaches and their families and to increase the quality of in-service training; also, to design these innovative training content to enable federations to equip volunteer coaches with a certain level of competence.- To improve the cooperation of Special Athletes Federations with educational institutions and to create a sustainable mechanism between them- As a horizontal target, to support the sports careers of ID athletes and to contribute to their social inclusion and to encourage more individuals with intellectual disabilities to the sports field- To contribute to the mental health of families by providing better quality training programs- Strengthening families 'access to education and making use of federations' services for disadvantaged families; Establishing local communities through coaches, strengthening the dialogue of families with each other and contributing to their social inclusion- Conducting activities that will contribute to Erasmus + Priorities<< Implementation >>The most important activities for the achievement of the project and the delivery of the expected results;1. Producing the Main Outputs of the Project2. Transnational Meetings3. Training of Coaches: LTT activity4. Multiplier Events1. Producing the main outputs of the projectProducing project outputs is the most important activity in the project. The fact that these activities make up a large share of the budget shows the importance level. 3 main outputs will be produced within the project.- Training Module to Coaches of ID AthletesThis output will enable the development of family management and counseling skills of volunteer coaches working in federations. Increasing the communication and cooperation of coaches with families, which is one of the most important project objectives, will be realized by producing this output and training the coaches through this output. This output will develop voluntary coaches' special education-based adult education skills. In addition, this training module will become mandatory in federations for new coaches who want to become volunteer coaches.- Training Module to Coaches of ID AthletesThis output will be produced for families to acquire the minimum skills to support and develop their children's sports careers. Through this framework program, families will become more competent and informed in providing healthcare, wellbeing, non-sport activities, homeschooling to their children. This program will also enhance cooperation between coaches. Increasing the skills of families will contribute not only to their children but also to their own mental health and social inclusion.One of the important project goals will be achieved through the integration of these two training materials in the current programs of the participating federations. With these outputs, federations will not only create a standard training program for coaches but also gain the ability to train families. Federations can organize in-service trainings, webinars and training organizations by using these outputs.- International e-Learning PlatformThis platform will increase the distance learning opportunities of coaches and families. In this way, it will be possible to reach coaches and families in disadvantaged geographies. This platform will enrich the limited international resources on the topic. In addition, increasing the usage of this platform to international dimensions will enable the project results to reach more target groups.The main outputs will increase the confidence of the federations in volunteer coaches, equip high-quality training materials and increase cooperation with families. Other activities to be carried out within the project will support the production of these outputs in better quality and reach more target groups.2. Transnational MeetingsThese meetings will support the preliminary studies, development stages and quality assessment stages of the production of project outputs, as well as increasing the know-how sharing and cooperation between institutions. For this purpose, 5 transnational meetings will be held in certain periods in each participating country.3. Training of Coaches: LTT activityParticipants who work in the federations and have the status of trainers will participate in the short-term training mobility in FHZ, Serbia. Since this activity will improve the special education knowledge and family education skills of the people who will produce the project outputs, it will be a very important activity for the production of the project outputs in quality standards. In addition, this activity will create a long-term impact as it will increase the competence of the federations' staff who will provide post-project training activities.4. Multiplier EventsMultiplier events will be organized in each country. It will significantly increase the impact area of the project. Multiplier events will be organized for target groups, especially Virtus, who can use the project outputs.<< Results >>The project will produce both tangible and intangible results on participants, target groups, participating institutions, and large-scale. The most significant tangible results of the project will be the three main outputs. These outputs will especially enable participating federations to establish coach and family support programs and to create in-service training programs. They will meet the needs of their target groups with comprehensive and reliable training resources in an effective way. The project will enable all partner institutions to form transnational cooperation to develop a common framework for family management training for both trainers and families. With the completion of the project and integration of the outputs into the annual activities of the partner federations, the quality of services they provide to coaches and families will increase in terms of improving family management training and counselling and self-learning services. Furthermore, an e-learning platform for special athletes’ coaches will add value to all partner institutions' capacity and articulate the digital platforms into their existing system.The project will have intangible results through the production of tangible results, transnational meetings, multiplier events, and dissemination activities such as enhancing know-how for all partners, building capacities and professionalism to work at the EU level, and increasing their recognition across Europe. Trainers from the federations who will participate in the project will increase their skills in the training of trainers. In this way, they will gain the ability to provide in-service training to coaches and families of ID athletes. Moreover, all participants will increase their various competencies such as management, team work, linguistic, literature review, organization competencies. The project results will prepare suitable conditions for them to create more professional, modern, and inclusive working environments in their institutions. Other expected results of the project as follows:•The coaches of special athletes will increase the opportunities for the professional development in special education based-family education.•The coaches will enhance their communication and coordination skills with the families of special athletes as well as non-sports activities to support the improvement of their careers as a whole.•For the families of special athletes, the results of the project will equip families with the necessary skills and competencies to become competent and confident while supporting their children's sports careers.•Families of ID athletes will become more confident and healthier towards the sports activities of their children and bcome more collaborative to the Federations.•The motivation of the federations to work with supporting institutions in line with their needs will increase. In particular, our federation will deliver the framework program to be implemented to families in cooperation with public education centers.•At the societal level, increasing the coordination between families and trainers and their competencies will promote the visibility of special athletes federations worldwide.•The results of the project will raise awareness about the importance of sports for people with disabilities’ well-being and social inclusion.•The results of the project will provide a better understanding of practices and training on family management in sports activities of people with disabilities across countries.•It is among the expected results to increase the researches on coaches and families of special athletes in special education.•The project will also increase the Federations’ reputation on VIRTUS, the federations' umbrella organization in Europe.•One of the most important long-term results of the project will be both gaining more special athletes and having more successful careers for current athletes.

<< Background >>The core initial group merged University of Burgos as well as Fundación Miradas (Spain), Fondacija hiljadu želja (Serbia) and FPDA-Portuguese Federation for Autism (Portugal) as assistance, protection and VET providers of people with autism spectrum disorder and their families. These organizations carried out a research study oriented to the needs identification and analysis of the target group, and the results showed the difficulties in relation to the confinement situation and the challenge faced by autistic people and their families, highlighting greater difficulties in managing daily life activities, increased levels of family stress and an increase in behavior problems. In relation to positive aspects, the role of online support received and its potential was remarked upon. In the same line it revealed the lack of support and the feeling of helplessness while many of them were capable before the pandemic. Conclusions of the mentioned research showed that the pathway to digital readiness of autistic people, their families and education professionals demands, on one hand, accessible digital technologies (training platforms) that facilitate training, learning and personal development for people with lower cognitive levels. On the other hand, specialized training for education professionals in the use of these technologies.The conclusions and perspectives of this research and the solid background (research activity related to practical application of intervention programs and on the ground permanent contact with organizations and VET providers) of University of Burgos, paved the way to set under the spotlight the Vocational and Educational training framework, the need of purposeful use of digital technologies in that educational scheme and development of digital skills and competences of people with autism spectrum disorder through appropriate programmes and initiatives, as underrepresented group in the digital scene.Together with the core initial group, Tady to mám rád, z.s. TTMR (Czech Republic) VET provider as project partner and the Associated Partners (see Associated Partners section) highlighted the following needs and challenges, which were compiled and shared during scheduled meetings in the project preparation phase:•Lack of accessible tools.•Lack of competences (teachers, students with disabilities and their families). •Lack of adapted training for professionals in the use and management of digital technologies. •Poorly adapted educational methodologies and few technological resources. As a second step, the mentioned needs analysis on the digital divide, lead to a broader vision by reviewing and ranking the Learning Management System LMS platforms that exist, selecting an educational platform of free and open source software, according to objetive criteria.IDEAL Project aims at addressing the mentioned needs through the provision of an adapted Learning Management System (LMS) following accessibility requirements for autistic people within VET contexts, the integration of educational methodologies that allows evaluating different digital tools according to their usefulness for people with autism, in a personalized manner for each individual development; and finally the provision of a methodology for digital training of people with ASD, families and education professionals.<< Objectives >>According to most research studies on the negative effects on the collective of autistic people, and in anticipation of the pandemic extending over time (or new similar situations arising in the near future),it is urgent to address the need of designing /reinventing educational services delivery using on line/virtual tools. First observations (Narzisi, 2020) on already developed online attention initiatives showed up that communication and cognitive difficulties of people with greater support needs, is an extra barrier towards an effective online support implementation.These barriers in accessing digital technologies are mainly caused by a lack of accessible tools; lack of competences (teachers, people with disabilities and their families); poorly adapted educational methodologies; and few technological resources. More specifically, digital tools are often designed for the general population without taking into account the needs of autistic people with lower cognitive levels (levels 1 and 2, according to the American Psychiatric Association, 2013). Tools adapted to the cognitive needs of such individuals through the incorporation of easily readable texts, and use of pictograms and graphic resources are strongly required.Such needs are similar to in relation to training, capacity building and online care methodologies. Another important obstacle is the lack of skills for the use and management of digital technologies by the professionals who attend them, for which adapted training is also required. In this sense, autistic students with lower cognitive levels need to improve their digital skills in order to bridge this gap and successfully use digital resources and technologies. Likewise, support and training for families is also essential. In addition, many autistic people and their families lack from the technological resources to autonomously access digital services such as online training and care.GENERAL OBJECTIVEThe objective of the project is to eliminate the digital divide suffered by autistic people with lower cognitive levels in VET contexts, facilitating autonomous equal access to digital technologies that would guarantee the continuity of their educational processes and their social and personal development, even in situations of lockdown.OPERATIONAL OBJECTIVES1. To adapt a Learning Management System (LMS) following accessibility requirements for autistic students within VET contexts.2. To design educational methodologies that allows evaluating different digital tools according to their usefulness for students with autism, in a personalized manner for each individual development. 3. To deliver a methodology for digital training<< Implementation >>The project methodology follows the 3 phases organizing the development of the Project Results and all complementary activities which are:PHASE I,PREPARATIONEach of the four VET organizations working with autistic people, will set up a mixed work group, made up of people with ASD with lower cognitive levels who are the final target group of the actions (5 students), education professionals (5 people) and families or caregivers (5 people). This group will participate as a discussion group for the definition of development areas and in the design and development of adaptations, methodology, tools, etc., validating the results obtained.PHASE II,DEVELOPMENTIn this phase, the educational platform of free and open source software selected by all partners will be adapted within the framework of the project. A schedule for the implementation of the adaptation and subsequent validation works will be drawn up. Adaptation at cognitive level, usability (attractive) and flexibility (adaptable to the profile and needs of each individual). The already identified needs will be categorized and an intervention proposal will be delivered, including the definition of the areas .This intervention proposal will be the basis for the compiling of virtual educational resources (technological applications) for online capacity building purposes of people with cognitive difficulties/ASD. These virtual educational resources will be validated by people with autism who are one of the target groups of the project in order to form this repository of accessible virtual educational resources. The intervention proposal will also be the basis for one of the methodological guides, aimed at autistic people, in which objectives, methodologies, and proposals for activities will be defined in each of the areas. A general proposal on the educational platform would also serve as the basis for designing individualized itineraries or educational processes, containing a combination of different activities and proposals so that the person with ASD will be able to achieve the different objectives of each area of development.Each application (virtual educational resource) will be analyzed to find out the required level of the individual: cognitive, functional, social and attitudinal levels.The evaluation (and the virtual matchmaking of both figures) of the cognitive level of each person and the required level of each resource bring up a new methodology that will be materialized as a tool, that will allow evaluating the adequacy of different virtual educational resources according to the abilities of autistic people, thus selecting those with the greatest relevance in terms of accessibility, usability and educational value to meet the needs of each user. PHASE III,VALIDATION AND DISSEMINATION<< Results >>The proposal faces two specific challenges that will be materialised:- Usability of the Learning Management System so that the main results will combine cognitive accessibility and appealing design, leading to (not only understandable but also) captivate and motivate the whole range of VET students with ASD even those facing stronger barriers.- Custom-made solutions, so that the main results will match/filter already existing technological applications in regard to autistic student cognitive level, among other criteria.The tangible results that will be obtained through the project and that will facilitate the access and use of digital technologies by autistic students are:2 Project Results will be developed during the project:R1. An educational friendly LMS usable autonomously by students with ADS with lower cognitive levels (level 1 and 2) adjustable to each individual. It will include an online repository of adapted and appropriate digital educational resources selected by a methodology framework (R2) that allows filtering which educational software would be the most appropriate one for students with autism and intellectual disabilities, taking into account their cognitive level and the characteristics of the software themselves.R2. A methodology for digital training of people with autism, their families, and VET professionals in the use of the educational platform.In regard to the Project Results workflow, the completion of R1 will sequentially lead the development of R2.Likewise, an extract on the lessons learnt and recommendations to face lockdown situations in the format of a protocol guide will be producedIn addition, one Learning, Teaching, Training Activity LTTA and 4 Multiplier Events will be conducted:• C1: Training exchange: To train and support in the use of R1 and R2 Project Results. • E1, E2, E3 and E4: Multiplier events in each partner country (Spain, Serbia, Czech Republic and Portugal) at local level.• E5: Final conference in Brussels (Belgium), organized by Autism Europe.The project will be developed with the involvement from the beginning of professionals, families and students (co-creation): A mixed work group will be set up by each of the four VET providers organizations working with autistic people (Czech Republic, Portugal, Serbia and Spain). This group, hereinafter Validation Group, will participate in the design and development of adaptations, methodology, tools, etc., validating the results obtained.