In the post-COVID-10 era, Europe has to keep up with innovative ideas to ensure a sustainable and inclusive recovery. “If we choose to hold on to the innovator’s path…we have to focus on people, places and processes.” (European Political Strategy Centre Strategic Notes, 2017)In the last months, we witnessed the creation of a stronger sense of community and people supporting each other and their communities. Amid the COVID-19 crisis, supporting communities and people and promoting their development is essential. The partners of the Count Me In project focused on improving learning opportunities for low-skilled adults, especially from the disadvantaged groups, such as unemployed young people and adults with special needs to improve their life chances, promote their inclusion, and connect members of a community to support it flourishing. The main objectives of the project were to: 1) support development of a quality learning offer in the field of adult education focusing on learning outcomes and learner responsibility and autonomy; 2) promote the use of technology in educational and civil participation processes, 3) provide all interested stakeholders – adult learners, educational centres, civil organisations, decision-makers - with an access to open and innovative teaching/learning tools through the SMART platform; 4) foster the international cooperation of organisations active in adult education and civil participation focusing on active inclusion of the youth and people with special needs.Employing technology maximizes teaching /learning efficiency, encourage active participation of the disadvantaged groups in society processes and, consequently, make them able to better their environment – on personal and community level - transforming it into smart. Even basic digital competences combined with imagination empower ordinary people to design solutions for problems in their environment, making it smarter, conserving resources, and optimizing free time. The project partners sought to raise curiosity of adult learners about the world; help them to understand that they are a main chain in the change process; plant the seeds of the knowledge sharing best practices and working out new creative solutions. Within the project, the partnership 1) designed a SMART platform, an open education resource; 2) designed and deployed a training for trainers and an e-course for adult educators in order to improve their digital and professional competences; 3) designed an e-course for adult learners and organise piloting in partner countries targeting young people and people with special needs in order to improve their digital skills and civic literacy to be able to make “smart” changes; 4) improved attractiveness and access of the disadvantaged groups to new career paths in the field of digital technologies and sustainable community developmentThe strategical partnership pursued the creation of an international network where the partners were able to share information on Smart practices on personal/community levels to find cost-saving tech-solutions. The project was carried out transnationally in order to acquire already contrasted knowledge and, thus, to be able to adapt and apply this synthesized knowledge for future actions on personal/community levels. The developed transversal and longitudinal courses created synergies between knowledge fields. The results of the project are available on the website www.countmein.eu. The developed SMART platform provides an open access to teaching and learning materials for both adult learners and adult educators or volunteers working in this field. All the teaching and learning materials were developed in English and partner languages and are freely accessible for anybody interested in the topic.

Depuis 2016 et jusqu'en 2019, il existe très peu de solutions pour fournir du support éducatif de manière inclusive en Europe. Il existe plusieurs grandes plates-formes, spécialement conçues pour les personnes handicapées, mais la plupart d'entre elles se trouvent en dehors de l'Europe. D'autre part, les plates-formes de formation en ligne actuellement disponibles en ligne proposent des MOOC (cours en libre accès massifs) sur l'entrepreneuriat ou sur certains de ses aspects, qui ont toujours été un sujet d'intérêt majeurEn outre, il est difficile de trouver un cours en ligne sur l’entrepreneuriat inclusif ou un autre, utilisant une approche éducative inclusive ou ayant des personnes handicapées comme groupe cible spécifique.L'objectif général du projet est de développer une plate-forme d'apprentissage en ligne innovante permettant aux étudiants des universités européennes d'accéder à une formation en compétences entrepreneuriales, en mettant l'accent sur les personnes ayant des besoins particuliers en les intégrant et en adoptant une approche d'éducation inclusive, est complètement atteint. Le cours en ligne Success4all est de qualité sur l’entrepreneuriat, gratuit, à la demande et à la carte, utilisant une approche inclusive.Les objectifs spécifiques du projet sont également atteints:• promouvoir l’entrepreneuriat et renforcer les compétences des étudiants, en encourageant en particulier les étudiants en situation de handicap en Europe;• partager des pratiques et une expertise réussies en matière de formation en entrepreneuriat et d'éducation en ligne;• contribuer à l'intégration des étudiants en situation de handicap dans l'enseignement supérieur et à la promotion du programme d'éducation pour l'inclusion;• sensibiliser les entreprises à la nécessité d'employer des jeunes handicapés, de répondre à leurs besoins et d'exploiter leur potentiel spécifique;• développer, tester et valider un cours en ligne novateur sur les compétences en entrepreneuriat, parfaitement adapté aux personnes en situation de handicap;• Rédiger une méthodologie d’apprentissage en ligne innovante spécialement conçue pour répondre aux besoins du groupe cible.• contribuer à l'intégration de l'enseignement de l'entrepreneuriat dans l'enseignement supérieur.Les groupes cibles du projet ont été identifiés comme suit: les étudiants, y compris les personnes en situation de handicap et les entrepreneurs, y compris les personnes en situation de handicap. Au total, 577 utilisateurs, y compris des personnes en situation de handicap, ont profité des différentes versions de la plate-forme et ont eu la chance de l'évaluer.Le projet a été mis en œuvre par un consortium très fort.-Deux universités: SAS ESGCV - PSB Paris School of Business et South-West University Neofit Rilski-Deux organisations de recherche, analyse et conseil aux entreprises: Center for Research and Analyses et BIEDRIBA EUROFORTIS-Trois organisations à but non lucratif, soutenant les personnes et les entrepreneurs en situation de handicap: Center for independent living, NODIBINAJUMS INVALIDU UN VINU DRAUGU APVIENIBA APEIRONS, H’up Entrepreneurs (anciennement UPTIH)-Une organisation spécialisée dans la gestion de projet et la conception d'outils de communication et de diffusion, y compris les sites Web et les portails de projets: EuroQualityLes résultats les plus significatifs du projet sont:- Une méthodologie innovante Success4All adaptée aux besoins du public cible primaire et secondaire. Cette méthodologie est le résultat d'une vaste recherche sur les besoins du groupe cible en matière de: formation à l'entrepreneuriat, approches pédagogiques innovantes en matière d'éducation inclusive. Cette méthodologie peut être transférée pour être utilisée dans d'autres projets ou par d’autres organisations dans son format actuel ou adapté.- Un cours en ligne en anglais, français, bulgare et letton, ouvert, gratuit et agréé à l'échelle de l'UE, adapté au contexte national.- une plate-forme d'apprentissage en ligne qui répond aux les problématiques d'accessibilité dans sa conception.De plus, le projet a les impacts suivants:- Promotion de la pensée entrepreneuriale et renforcement des compétences en entrepreneuriat (compétences transversales) auprès des étudiants, notamment en encourageant les étudiants en situation de handicap en Europe.- Contribuer à la mise en place d'une éducation inclusive.- Sensibiliser les entreprises à la nécessité d'employer des jeunes en situation de handicap, répondre à leurs besoins et exploiter leur potentiel spécifique.- Promotion de technologies informatiques innovantes et stimulation de la modernisation des produits d’enseignement supérieur grâce au développement de cours de formation open source de haute qualité via une plate-forme virtuelle, en agissant en tant que solution pour réduire l'emploi des jeunes de l'UE en stimulant le travail indépendant et la création d'entreprises.

"The Report on mobility and inclusion of people with disabilities and the European Disability Strategy 2010-2020 (2010/2272(INI)) declares the inclusion of the 80 million people with disabilities (PwD) in the European Union (constituting 16% of its population) being of utmost importance. Effective social inclusion of PwD offers a unique opportunity for meeting Europe's future workforce needs. According to this Report, special measures should be taken to promote successful integration of disabled people into the labour market, including enabling disabled people and disability-led organisations to be involved at all levels in the development, running and evaluation of education programmes for disabled people; removing the attitudinal, policy and physical barriers; disseminating best practice information to responsible bodies in the field of disability: innovative practices, knowledge and experience gained from the project will be disseminated to the responsible bodies in the field of disability by organizing some briefing meetings in the project participants` communities. The Strategical Partnership ""Integration of People with Disabilities through Learning"" was focused on the active measures of the cooperation between educational centres, NGOs of people with disabilities with the aim of elaborating of tools to provide inclusion of people with disabilities, especially, young people, into educational and labour communities. Thus, the overall objectives of the project were to share expertise and best practices in the area of social and labour inclusion of PwD; to develop a module on disability ethics covering issues related to impairments, access needs and other topics of particular relevance to workers and students with disabilities; to elaborate a programme of the training course aiming to increase employability of young disabled persons; to produce recommendations for NGOs on organizing social awareness campaigns targeted mainstream employment companies and thus promote labour integration of disabled people; to disseminate the project findings to disabled people, their organisations, professionals and government representatives involved in educational and employment initiatives in the project participants’ countries. Each partner contributed to the project its specific competence and experience in different areas related to social and labour inclusion of PwD bringing about the diversity of approaches and experiences. The partnership was made up by three associations - an association of parents of children with disabilities Sillogos Goneon from Greece, a non-profit association of PwD APEIRONS from Latvia, a Federation MestralCocemfe from Spain; three universities - a private university Instituto dei Sordi di Torino specialized in integration of people with hearing impairments from Italy, a high school of health Wyzsza Szkola Biznesu I Nauk o Zdrowiu from Poland, a public Adiyaman University from Turkey; and a social foundation FOPSIM from Malta, which provides a good balance between organizations which have first-hand understanding of the needs of people with disabilities, educational establishments providing training courses for and about people with disabilities, and a social enterprise which has an extensive practical experience related to labour inclusion of PwD.Taking into account that the main aim of the project was social and labour integration of people with disabilities, the impact of the project implementation was as follows: • People with disabilities, particularly young people with disabilities, had an access to a training ""Start Your own Business"" which improved their skills and attitudes, such as self-esteem and leadership qualities which in its turn strengthened their employability. • All the partners organised pilot courses based on the disability etiquette module developed within the project targeted businesses and educational centres so that students and teachers, employers and employees could have better understanding of the needs of people with different types of disabilities and make aware of importance of reasonable adjustments for PwD at places of work and studies. • Partner organisations enriched their knowledges in the topic and acquired tools and methods on how to encourage PwD enter the labour market and, on the other hand, how to adapt the working plans of enterprises to involve employees with disabilities. • Public bodies from partner countries - City Councils of Riga (Latvia) and Reus (Spain), Diputació de Tarragona (Spain), Adiyaman Provincial Government (Turkey), Department of Youth and Social Policies of the Pedmont region (Italy), among others - were directly involved in the project through participation in the project meetings and dissemination conferences. All the project results and materials are published online on www.itlerasmus.eu and in a book issued by the editorial house DetayYayinlari (Turkey) with ISBN 978-605-9189-86-6 in 2016."

European society is pretty new to the topic of sexuality in the context of persons with disabilities. For the most part, it was considered not relevant, ethical or appropriate to be involved in a discussion regarding persons with disabilities and normalisation of their desires. It was a common misconception, that persons who could not satisfy their natural desires, do not have them. This fact shows that people with disabilities have the right to sexual experiences and adapted assistance that allows them to experience their sexuality as they deem to be fit. Sexual assistance for those disabled adults who request it and feel the need for it we can affirm that it contributes to their inclusion.Even due to the change of events shaped by COVID-19 pandemic, the consortium stood strong and implemented all the planned activities as well as created all the necessary outputs. Switching some events OBJECTIVES AND RESULTS Specific: - The project aims at transparency and recognition of skills and qualifications by recognizing the learning outcomes through informal ad non-formal learning pathways about Assisting differently abled people with the improvement of their sexual and emotional needs. It is envisaged that this network will reach out through specific communications actions and by customising the message according to different target groups. DIRECT TARGET GROUPS includes adult people dealing with people with disability (families, educators…), that will benefit from a free and online training course to help them acquiring skills and competences recognised at European level for the expertise in emotional and sexual education aimed at disabled people. MAIN INDIRECT TARGET GROUPS are made of groups of families and organisations of people with disability, that will indirectly benefit from the project, being social educators have to deal with them daily, along with the people with disability themselves. ACTIVITIES Events and dissemination Intellectual Outputs: 3, The new role of the Special Intimacy Needs in Europe, methodological framework and main points profile - The European Special Intimacy Needs Educator Training Course - The European Special Intimacy Needs dissemination knowledge platform METHODOLOGY ReportingTwo reports were created during the first part of the project (Best Practice Report, Comprehensive Survey Report) to better understand the real situation in European Union regarding training courses and competencies of the stakeholders and the target group. The Best Practice Report involved information on educational courses, projects and initiatives regarding sexuality for persons with disabilities available in Europe. Learning activityThis C1 activity involved two persons from each partner organization, who tested the classroom activities of the developed online course in person and discuss possible improvements. After this activity the persons involved gathered focus groups within their own organisations and trained the persons involved, as well as facilitated discussions to promote the theme of sexuality of persons with disabilities. The members of focus groups were active in some organisation regarding rights and interests of persons with diisabilities. Later on they acted as ambassadors of the project and had organised promotional events and discussions to inform target groups. Training activityTraining activity was carried out via online means with support from the whole consortium. As it was planned, the main facilitators of the event were COMCY and Ist dei Sordi, each of whom gave their unique input to create the best experience for our learners. Amount of learners was significantly greatter than planned due to the event being online. Each country gathered at least five stakeholders and the event itself lasted for five days. Each day included uniuque presentations by each member organisation of the consortium, as well as testimonials and activities facilitated by the Trainer. The trainer was brought forth by Ist dei Sordi, she was a vastly competent individual with impeccable experience in psychology and sexuality education for persons with heard of hearing.Therefore she could manage a wide range of topics and Pilot testingWas carried out within the scope of IO3 by online and face-to-face techniques during the COVID-19 pandemic. A unite online evaluation form of the course created within the project was created by the member of the consortium responsible for quality control (Eurocrea), which was used as an online course validation and improvement platform. Even regarding the restrictions in some municipalities, a few partners could carry out piloting in face-to-face sessions, where the pilot test and presentation were carried out in small groups and online form was filled in on the spot.