<< 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.