<< Background >>For many PwLD, most leisure activities take place in a segregated form. Various examples like this accumulate into the social marginalisation of many PwLD & eliminating all of these are crucial to supporting social inclusion & diversity. Moreover, pandemic-induced restrictions have severely limited the few previously existing leisure opportunities, which exacerbates such social marginalisation. So, rebuilding community-based, participatory activities becomes an even more important social necessity. The need for reducing marginalisation of PwLD related to their leisure time will be met by developing the ACCESS to Leisure training manuals and courses. The key to better participation rates is improving access, involving both human & technical innovation. There is a need for professionals & informal helpers to be better equipped to help PwLD access services (e.g. using supported decision-making, online & offline tools) & improve their community participation. The need to increase the community participation of PwLD will be met by working together with the three target groups and strengthening their cooperation regarding the leisure time of PwLD. Also, digital devices offer many opportunities that could help PwLD spend their free time in a more inclusive, freely chosen way. During the ACCESS to Leisure training, we help to consciously expand the possibilities and forms of leisure by exploring new opportunities. The methods and good practices developed reinforce active, inclusive leisure of PwLD. Participation in leisure time is a healthy alternative for positive behaviour that leads to learning & living a balanced & socially inclusive life (Nkwanyana, 2020). The new European Disability Strategy 2021-2030 emphasises that PwD should have equal opportunities, equal access to participation in society & the economy. We believe that supporting leisure activities in this way contributes to increase the social inclusion and participation of PwLD.<< Objectives >>We believe that PwLD have the same preferences for leisure time activities as their non-disabled peers. Empowering PwLD, enabling them to organise their leisure independently & making it possible for them to enforce their rights described by the UNCRPD are very important issues for all partners. Based on Article 30 of UNCRPD, we want to empower PwLD to participate to the fullest extent possible in cultural life, recreation, leisure & sport. We attribute a crucial role to ICT tools in this process. Due to the prolonged presence of the coronavirus pandemic, a variety of social deficits have emerged that substantially affect the lives of PwLD. In order to remedy these, it is crucial to promote innovative ways of encouraging PwLD to spend their leisure time within local communities. The partnership with our wider stakeholders will develop the ACCESS to Leisure methodology & training package that helps to strengthen the supportive network PwLD need for spending their free time as inclusive as possible, taking advantage of online opportunities. During the training & methodology, we are committed to developing the social & digital competencies of PwLD, related professionals & informal local supporters, as well as expanding/teaching knowledge transfer methods. Our aim is to develop new opportunities for PwLD to become 'leisure facilitators', helping both their learning disabled peers access leisure facilities as well as also the wider community. This will involve new training & qualifications, curricula, training for professional assistants & training for local informal supporters. In doing so, PwLD become leisure facilitators in the local community, while related professionals & local informal supporters will be co-facilitators. It is crucial to work together with a supportive natural environment to effectively support social inclusion & diversity, so we involve the local community members & professionals in this adult learning process.This project aims to develop the competencies of PwLD, as well as of the informal supporters & professionals working with them. Teaching & learning materials will be made available for everyone (in an easily accessible form & as an e-learning curriculum). Following the principle of lifelong learning, this project enables them to participate in flexible, inclusive & collaborative training courses. Leisure is a significant part of the lives of PwLD, & its development by experiential experts in an informal way can contribute greatly to the improvement of their quality of life. Regarding adult learning opportunities, we undertake to develop the digital & social competencies of the three target groups, who will be provided with an innovative, collaborative teaching environment based on the leisure activity needs of PwLD. The adult learning process based on joint learning & research at an international level provides an opportunity to create a shared knowledge base from a European perspective. An international co-operation can be realised, in which national best practices will be shared & used in order to develop a global version of the ACCESS to Leisure training program. Global versions would be localised by each partner organisation, based on local needs & individual factors. The partners have solid knowledge in working with PwLD within community settings & they are also experienced in providing & developing adult learning courses. Sharing the country specific views brings an added value to the project. Moreover, by involving PwLD in the phases of the development we create social opportunity for them to find friends from other countries.<< Implementation >>Based on the three chosen objectives, we would like to implement the following activities during the ACCESS to Leisure project:1 - SOCIAL INCLUSION & DIVERSITY: to improve social inclusion of PwLD & diversity in society by: 1a) setting up an inclusive project team in each partner country, through which the target groups of the project develop the training materials together; 1b) based on the developed ACCESS to Leisure methodology and training materials, 15 leisure facilitators, as well as 15-15 professionals and local informal supporters as co-facilitators will be trained during the international training; 1c) during the pilot cycle, 75 people will be involved in the inclusive leisure cooperation1d) during the first multiplication event, the already trained leisure facilitators and co-facilitators will impart their knowledge to 100 people during the local training, who will also become leisure facilitators and co-facilitators in their communities1e) during the second multiplication event, 200 people will learn about the developed materials and experiences of the ACCESS to Leisure project.2 – DIGITAL TRANSFORMATION: to contribute to the digital transformation by developing the digital skills and competencies of the participants by:2a) collecting good practices where digital tools help PwLD to spend their free time2b) mapping and expanding the methodology of digital devices in the field of leisure of PwLD2c) developing an e-learning course based on the ACCESS to Leisure methodology.3 – NEW, INNOVATIVE CURRICULA: Improving the availability of high-quality learning opportunities for adults by:3a) creating the ACCESS to Leisure training method: developing 3 training manuals for the 3 target groups3b) organising 3 types of international training for the 3 target groups3c) preparing a local adaptation of the training3d) organising local workshops based on the developed curricula3e) transforming the training into an e-learning format.During the ACCESS to Leisure project, we help to consciously expand the possibilities and forms of leisure by exploring new opportunities in a specific community. The methods and good practices developed reinforce active, inclusive leisure of PwLD.<< Results >>The main result of the project will be the establishment of the conditions required for the preparation of the production. The first exploratory phase (PO1) will be divided into three parts: (1) we will analyse the specificities of leisure time for PwLD, (2) we will collect & analyse good practices in the partner countries involved, (3) we will implement a photovoice project to collect & analyse visual material on the specificities of leisure time in the partner countries. These will be the starting points & parts of the content of the training manuals, which we will prepare in the next phase. These are training manuals (facilitators’ guides) for (1) PwLD (facilitators), for (2) professionals (co-facilitators) & (3) informal local supporters (co-facilitators) containing the methodology of teaching the three different stakeholders. Besides these, the collection of practical methods & tools (PO5, PO6) will help support the leisure time activities of PwLD with practical tools & easy-to-read guides. We will also produce an e-learning version of the training materials (PO7), making the developments more widely available (in English). All training manuals will have English, German, Slovenian, Hungarian, Dutch & Finnish versions & each will contain country-specific information besides general information (PO8-13).We train 9 leisure facilitators, 9 professional assistants as co-facilitators and 9 local community co-facilitators during the international training sessions. The people who participated in the international trainings will pass on their knowledge to further 15 local people (5 per target group) in each partner country within the frames of local workshops (pilot cycle). After the workshops, as a first multiplier event (ME1), a local training will be organised by members of the three target groups (20 new people involved per country). So we will train 9 Leisure facilitators and 18 co-facilitators in the international training, and then 100 more leisure facilitators and co-facilitators in the local training (ME1). The final products developed will be presented to a wider audience at a conference (ME2). Other benefits of the project include: a proven change of attitude to better involve PwLD in leisure activities and changes in the quality of life of those involved. Finally, every partner organisation will investigate if the training can be accredited or officially approved by their national body as an extra curriculum, & if so, start the accreditation process. The successful accreditation could guarantee the open accessibility of the teaching & learning materials & the training itself.