The INCLUDNET project (Development of Inclusive Entrepreneurship Ecosystem for Young People with Intellectual Disability) aims at fostering social and labour inclusion of young people with intellectual disability through the provision of entrepreneurship education and access to entrepreneurship and self-employment. Young people with Intellectual disability are subject to employers discrimination thus self-employment or entrepreneurship remains for many the only option for labour inclusion. Even if this is the reality in all the European Member States there is still not yet any inclusive entrepreneurship policy or entrepreneurship education for this category of young people. The INCLUDNET partnership will for the first time develop an accessible easy to read training programme on entrepreneurship for young people with Intellectual disability and will establish business support network that will provide them with couching and mentoring services. Inclusive Entrepreneurship programs aim to offer all people an equal opportunity to create a sustainable business whatever is their social group or background thus are an important requirement for achieving smart sustainable and inclusive growth.Five different European countries will participate in the INCLUDNET project and will exchange knowledge and best practices on inclusive entrepreneurship programs for young people with intellectual disability. The INCLUDNET project will: • Develop a sustainable ecosystem of inclusive entrepreneurship for young people with intellectual disability• Enable users to be equal partners within the planning and development of the training program, thus enhancing self-determination;• Provide opportunities for self-development and employment inclusion for young people with intellectual disabilities so that they can be acknowledged as people that can contribute to the development of their community. • Test dedicated pilot actions of inclusive enterprises• Evaluate the impacts of the entrepreneurial process on the quality of life of the users as well as the overall impacts of the project in terms of social inclusion • Promote the development, testing, and implementation of innovative practices in the field of youth participation in the labour market• Promote activities that could better prepare young people on equity, diversity and social inclusion in the training / learning environment. The INCLUDNET project is innovative in the following way: •It will establish a transnational business support network for young people with intellectual disabilities •It will implement the Social Safari methodology within the training/learning activities •It will develop an easy to read learning platform on how to become an entrepreneur •It will offer mentoring services for young entrepreneurs with intellectual disabilityThe INCLUDNET project will directly and indirectly contribute to better fulfillment of the following rights enshrined in the UN Convention on Rights of Persons with Disabilities•Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence ofpersons; (art 3 a- General Principals Art 3 UN CRPD )•Full and effective participation and inclusion in society ( art 3 c)•Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity (Art 3 (d))•Will promote recognition of the skills, merits and abilities of young people with disabilities, and of their contributions to the workplace and the labour market ( Raising awareness Art 8 (iii) UN CRPD•Will promote the design, development, production and distribution of accessible information and communications ( Accessibility of Information art 9 UN CRPD)•Provide information disabilities in accessible formats and technologies appropriate to different kinds of disabilities (Freedom of expression and opinion and access of information art 21 UN CRPD )•Ensure that young people with disabilities are able to access, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others (art 24 UN CRPD education)•Promote opportunities for self-employment, entrepreneurship, the development of cooperatives and starting one’s own business (art 27)The project is in line with the following objectives and priorities of the European Union •Erasmus plus- Youth Agenda •Social Business Initiative•Research programme on social innovation by DG Research & Innovation•EaSI programme of DG Employment, Social affairs and Inclusion •Platform against Poverty and Social Exclusion

When we talk about People with Intellectual Disabilities, community’s still tend to have a more traditionalist and protective approach, but new Models, including Quality of Life, start the discussion in how we must direct to the abilities and full potential of the IDP’s and not to focus on their disabilities. With this in mind, the IDPLiving project has is background on the embodiment of The Convention on the Rights of Persons with Disabilities that states they have the right to Living independently and being included in the community; with equal choices and opportunities to participate in their community. The OBJECTIVES of the IDPLiving are: -To raise awareness and motivate the whole collective about the abilities of IDP’s; -Boost the evolution of IDP’s to Accommodation/Supporting housing and Full Independence,enhancing their quality of life; -Transfer guidelines about how to develop basic daily routines in the main contexts of life; -Transfer guidelines about how to exploit ICT tools that can be used as assistive technology; -Provide the trainees with real life experiences to apply the trained competences during and after the training course. One of the main APPROACHES that was innovative and that made a big impact on the whole project was the process of co-creation and co-production, involving actively IDP's and responding to the main objective of the self-advocate movement “nothing for us, without us” and this meant actively to listen and ask the contributions of IDP's, to build a training program, that is driven by their priorities and needs.The PROFILE OF THE DIRECT PARTICIPANTS in the development of the project where: - People with Intellectual Disabilities (a total of 58); - Families of IDP's (a total of 31 relatives)- Professionals (a total of 48).The project achieve all the RESULTS establish, as follows:METHODOLOGICAL GUIDE (IO1) was developed, with the direct participation of IDP's, families and professionals, through the realization of 2 Co-Created Sessions, with the main objective of determining the key contents of the training program, methodologies and ICT Tools needed for improving the competences of IDP's and their supports for increasing their Independent Living in the Community. They identified and choose the following modules to be developed in the Training Materials: Quality of Life; Shared Living; House Management; Going Out; Healthy Lifestyle; Safe and Healthy sexuality. TRAINING MATERIALS (IO2) where created to improve the critical competences of IDP's, relatives and professionals for facilitating the improvement of IDP's competences to deal and face daily life activities and therefore to enhance their Independent Living opportunities.The materials are diverse and can be face to face sessions, online sessions, and outdoor activities, with the resource of templates, games, APPS, videos and others. DESIGN OF EXPERIMENTAL TRAINING ACTIVITIES (IO3), in a form of a Manual for Trainers for enhancing the practical and experiential training of IDP's, relatives and professionals, using the training materials within real environments.E-TRAINING PLATFORM (IO4) was created, that allows free access of the training materials and a field to create courses, with the different modules developed and that can be adapted to the different profiles of IDP's. This is an interactive space and tool to the participants and trainers and also can be a forum to share experiences between the different participants.The partners also assume the Creation of 5 IDPLIVING UNITS in order to ensure the sustainable exploitation of the project after the project lifetime. The partners assume this responsibility in the activities plan of organizations for 2020, to assure continuity of the project and to promote continuous innovation thought the implementation of new ideas for training materials and training experiences, keeping the E-Platform updated.The consortium developed a high range of DISSEMINATION ACTIONS addressed to the European collective related to IDP's and directly reach more than 5000 persons trough National and European events, Multiplier Events and then indirectly reach much more trough publications and social networks, because a flyer was created, as well a Facebook and you tube channel for the project, along a website.The RESULTS from TRAINING PROGRAM, confirmed that the quality indicators of the project where reach. Evaluation of global satisfaction was of 95% and Evaluation of acquisition of competences achieve a global value of 91%. The participants validate the real impact that the methodology developed of co-creation and co-production, through the DETAS and training materials, are very good tools to enhance and promote the participation of IDP's and highly promote their independent living in their contexts of life in their communities. Also we became aware that other targets in disability field are very interested in accessing the training program developed.

"15 million EU citizens have an intellectual disability (POMONA II, 2008). It means a reduction of the ability to understand new or complex information and learn and apply new skills (World Health Organization). In Persons with Intellectual Disabilities (PwID) the following cognitive functions may be impaired, hindering proper knowledge acquisition and competence development: Attention, Memory, Reasoning, Language, Perception, Problem-Solving, Conceptualizing, Self-Regulation, Social development. Since people with cognitive deficits (i.e. neurodevelopmental or intellectual disabilities) have limitations in adaptive behavior they represent an important target of interventions specifically aimed at improving overall function independence and Quality of Life (QoL). Therefore, PwID must be trained for improving impaired cognitive functions in order to increase their ability to understand new or complex information, learn and apply new skills, improve their adaptive behavior and, accordingly, their QoL.Traditional training methodologies often do not apply to PwID, or are insufficient. The use of ICT Serious Games (ICT-SG) or ""training games"" is fairly accepted by PwID because they are more motivated, don´t feel the pressure of real world, feeling comfortable to explore virtual world, being able to keep attention on tasks, and can develop motor coordination and spatial orientation. Therefore, ICT-SG constitute an alternative or complement to current training methods for PwID.The main objective ID-GAMING is to increase the competences of Persons with Intellectual Disabilities and related Professionals and Relatives in the implementation of ICT Serious Games for improving cognitive functions, and therefore, their QoL. Specific objectives of ID GAMING are: •To increase the awareness of this target group regarding the relevance of ICT-SG•To select and collect proper ICT-SG for better training the cognitive functions of PwID according to the specific needs and capacities.•To transfer knowledge, guidelines and procedures on how to use ICT-SG to produce specific aimed outcomes in terms of cognitive functions and Quality of Life•To develop and improve Digital Skills of PwID•To increase the socialization of PwID through the collaborative gaming and involvement of the Relatives in the use of ICT Serious Games out of the care centers.Through the execution of this Project the next main results will be obtained:Quality of Life Training Game (Intellectual Output 1). A Serious Game called Quality of Life Training Game (QoLTG) will be designed. The main purpose of this Collaborative Serious Game is to facilitate PwID the improvement of their cognitive functions and quality of life while playing this game. PwID and Supports will participate in the design of this output.Training Toolkit (Intellectual Output 2)A Training Toolkit will be developed including: - Methodological Guidelines for playing Quality of Life Game (I.O.1) with training purposes; - Training Materials, developed specifically to create awareness and increase knowledge about the potential of ICT-Serious Games for training cognitive functions and increasing Quality of Life; - ICT Serious Games Catalogue, organized per Cognitive Functions including 3 to 5 selected existing ICT Serious Games per cognitive function. They will be adapted to the specific needs, capacities and learning difficulties of the different collectives involved in the Target Group (PwID and Supports). ID-GAMING e-Training Tool (Intellectual Output 3)The ID-GAMING e-Training Tool will be developed including a Web Based Game for playing the Quality of Life Training Game developed in I.O.1, with the supervision of trainers and supports or by themselves. In addition, ID-GAMING e-Training Tool will allow access to the Training Toolkit for those persons that are not directly playing QoLTG but are interested in playing ICT-SG with learning purposes. This access will be done through a search engine that will allow access to Training Toolkit’s Materials through key questions.4 Multiplier Events (Portugal, Spain, Italy and Greece) will be implemented on the application of ICT Serious Games to PwID for improving cognitive functions, and therefore, their Quality of Life involving stakeholders who will multiply the impact of the projectDissemination Actions will be implemented targeting the sector of Intellectual Disability at national and European level as well as experts in the field of Serious Games.During the project, the estimated impact will be- 100 persons, including PwID and Supports, will directly improve their cognitive functions, and accordingly their Quality of Life in the Validation Pilot Actions.- 120 stakeholders will participate in the Multiplier Events- 2.000 persons, including PwID and Supports, and other Stakeholders will increase their awareness and knowledge about the relevance of CT-Serious Games for improve the cognitive functions, and QoL"

The Convention on the Rights of Persons with Disabilities (PwD) (UNCRPD, 2006) promotes full and effective participation and inclusion in society (Art.19) recognizing the right of PwD to live in the community, with choices equal to others, and to full enjoy their full inclusion and participation in the community. It also promotes awareness of the capabilities and contributions of PwD (Art. 8).NOT-FOR-PROFIT SHARING ECONOMY (NFPSE), also known as “real or pure” SHARING ECONOMY, is based in reciprocal exchange systems with no monetary exchange involved (via time credits, community currency, shared services, etc…). One of the most established form of NFPSE is TIME BANKS (TB). Give one hour of service to another, and receive one time credit, when a network of members agrees in receiving credits for services that other members provide (www.timebanks.org/what-is-timebanking). TBs are relevant to policy-making in the area of PwD (Potential of TBs to support social inclusion. EU Comission): •Focusing in the capacities rather than disabilities of PwD, so, promoting the awareness of its capabilities and contributions •Increasing inclusion and participation in the community of PwD, through providing them with new social networks or improving the existing ones and encouraging them to understand the important roles they can play in those networks•Providing volunteer support CAPABILITY-TBis launched with the main objective of increasing the competences (attitudes, knowledge, skills) of PwD and their Supportsfor improving their Inclusion and Participation through Timebanking. Specific objectives:•Aware/motivate this collective on the use of TB•Promote the self-knowledge and discovery of capacities of PwD and its deployment•Increase participation of PwD in social networks structured around the TBs•Promote mutual support by promoting the exchange between people with different capacities•Promote the easy and cost-effective access of PwD to goods and services •Involving Supports in effective cooperation with PwD and even participating in TB•Develop general and specific digital skills related to TB Online PlatformsThrough the execution of this Project the next results will be obtained;•A “Co-Created MethodologicalGuide” (I.O.1) will be developed with the direct participation of Persons with Disabilities (PwD) and other End Users, with the main objective of discussing and agreeing with them on the definitive contents, approach of training methodologies and tools to be integrated in the Training Program.•A set of “Timebanking Training Activities” (I.O.2) will be designed, including Face-to-Face and Online Training Activities, for enhancing the experiential training of Persons with Disabilities (PwD) and their Supports (professionals, relatives, community members, etc…), in a way that the trainees will developed the targeted competences through the creation of a real Timebank and/or participation in other existing Timebanks. A Guidelines will be developed for supporting Trainers in the implementation of the “Timebanking Training Activities” as part of this output•A set of “Training Materials” (I.O.3) adapted to Persons with Disabilities (PwD) and their Supports onhow to increase inclusion and participation through Timebanking (TB) will be developed to be used along the implementation of the “Timebanking Training Activities” (I.O.2).•A“CAPABILITY-TB e-Training Tool” (I.O.4) will be developed for supporting the implementation of the Timebanking Training Activities” (I.O.2), including the option of creating an online Timebank where trainees will train themselves in the competences needed to participate and enhance their social inclusion•Implementation of 6 Multiplier Eventson how to increase inclusion and participation of PwD through Timebanking (TB) addressed to stakeholders that could multiply the impact of the project•Development of Dissemination Actions addressed to the European collective related to DisabilityVALIDATION PILOT ACTIONS will be implemented involving 100 Persons with Disabilities (PwD) and their Supports for validation of the project results (40 in Spain and 20 in Italy, Portugal and Greece) The Consortium includes 5 entities working in the field of supporting PwD (AMICA, COPAVA, CECD SINTRA, EDRA, CSS FORLI), 1 Research Institute specialized in Sharing Economy, including Timebanking, both in the area of research and application to specific collectives (FORBA) and 1 Non-for-Profit entity specialized in development of e-Training Platforms, ICT Literacyand Social Innovation with specific experience in promoting the use of Timebanks (IED).

Our modern European societies are characterised by diversity: diversity of social background, of origin, of language, of potential. While integration gives access to the mainstream education system, it expects the learner to fit into the existing mold, and doesn’t change the fundamental structure of the education system. In an inclusive education system, the framework changes to adapt to and welcome every learner, who is welcomed and valued as able to contribute to the learning environment. Moments of transition are always the most difficult for individuals - transition from daycare to school, from school to employment, and from specialised to mainstream environment. The latter is particularly difficult for all actors involved, from the learner him/herself to his/her family, the special school staff, the mainstream school staff as well as the authorities that have to overview such a transition. Effective inclusive education depends however from such a successful transition from specialised to mainstream education, and particular attention and efforts should be given to that make it as smooth and positive for all involved stakeholders. With a consortium omposed of seven service providers coming from Belgium, France, Finland, Austria and Portugal, the 'To Inclusive Education and BEYOND' project aims at providing tools just for that. Even with a legal framework supportive of inclusive education, it is often difficult to change the attitude and 'the way it was always done'. Service providers and special schools, with their expertise in supporting learners with special needs, have a key role to play to support an effective transition to inclusive education. The first step of the BEYOND project is therefore to develop a training which gives the theoretical and practical tools to service providers and special schools staff to be able to work with mainstream schools and other stakeholders to develop a more inclusive learning environment, such as the use of Universal Design for Learning. This in-person training will be tried and tested throughout the project to ensure the quality of the output, before being adapted to a Massive Online Open Course (MOOC) so that it can benefit as wide a range of professionals as possible throughout Europe. To complement this practical training, the consortium will develop study on the role of service providers in the transition towards inclusive education. This study will be a very strong tool to support policy reforms towards inclusive education. In line with the General Comment 4 on art 24 of the UNCRPD, it will provide tools to reform, adapt or improve support services and their collaboration with other stakeholders, and ultimately facilitate the transition towards inclusive education. Finally, the BEYOND project will develop a study on developing methodologies for an effective transition to inclusive education. Centred around the Coproduction methodology, the Output will look into the barriers, challenges and opportunities faced relevant stakeholders, such as academics, young people and their families, and how each can support the self-determination of pupils and the transition towards inclusive education. A report will be developed on how an effective network surrounding the student with special needs that include all the needed actor can facilitate the transition to inclusive education and empower support services as well as students and their families. This study will be crucial to support the development of effective methodologies that involve the whole environment surrounding the learning process and will give innovative tools to stakeholders that wish to improve their learning environment. The BEYOND consortium is confident these steps will support the work of teachers, support staff, authorities and other stakeholders in providing a more inclusive environment for the child's learning, and facilitate the movement beyond special schools to inclusive education throughout Europe.