On 21 February 2025, the Portuguese National Multiplier event took place in Braganca, Portugal. The event is organised by INSTITUTO POLITÉCNICO DE BRAGANÇA – the coordinator of DISMODE project. More than 60 physically and 40 online participants took part. Among them were certified disability support moderators (from the pilot implementation phase), as well as representatives of academic institutions, social affairs, municipalities and educational institutions. All project results have been presented as well as the piloting report for the realisation of the pilot blended trainings in Portugal. As a result of the event, negotiations for exploitation of the project results have been done.

At the afternoon part of the event, the participants worked on sustainability actions by sharing experience from the work with youth with disabilities.

The Turkish partner WINSS – World Innovative Sustainable Solutions organised two multiplier events at Bahcelievler Özel Eğitim Uygulama Okulu in Istabul – on 8 December 2024 and 18 February 2025. In total 60 representatives of project target groups have participated including teachers, social workers, disability support moderators, psychologists as well as youth with disabilities. Mrs. Sekin presented all project results and discussed exploitation possibilities. Cooperation agreements were signed with the Regional directorates of national education of Esenyrt and Zeytinburnu Municipality.

 

On 13 February 2025, the final Spanish multiplier event was held. The event was organised by ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain. In total 60 representatives of project target groups have participated. Among them there were teachers, trained disability support moderators, psychologists, youth with disabilities and their familities. All project results have been demonstrated as well as the results from the pilot implementation phase. At the end of the event, AMPAT signed cooperation agreements.

Case study 1

Initials: AP / Age: 27

Questions:

1. What motivated you to join the DISMODE training?
2. What have you learnt?
3. Can you share some specific examples of how you can use what you have learned in your daily practice now as disability support moderator?
4. Were there any challenges faced during the program, and if so, how were they addressed?
5. Did the program have any lasting effects on your career choices or aspirations?
6. What is your key message?

The case study questions aim to understand the motivations for joining the DISMODE training. The questions are designed to discover what participants learned during the training. Questions explore how participants can apply their new knowledge in their daily practice as disability support moderators. The study also focuses on challenges faced during the program and their resolution. Further questions investigate the program’s lasting impact on career choices and aspirations. Finally, the survey solicits a key message from the participant.

This case study focuses on the DISMODE training program and explores participants’ experiences and insights.

• Participants discuss their motivations for joining and what they learned throughout the program.
• There’s an emphasis on how the training can be applied in daily practices as disability support moderators.
• The challenges faced during the program and their resolutions are also highlighted.

The participants had a role-playing session to discuss situations experienced in a real-life context. They were allowed to create a concept map (mind map) to represent their ideas in a synoptic way, collaboratively discussed in the group. In the following figure, we present the result of the mind map from one of the groups.

Figure 1 Work group mind map

As you can see, the mind map is organized around the word ‘DISMODE,’ which represents the project’s name. It is divided into six main sections, each numbered from 1 to 6, representing different aspects of what we wanted to understand with the initial questions.

The first question (What motivated you to join the DISMODE training?) concerns motivation. In the mind map, the participants associated a number of words with it, mentioning ‘Action’, ‘Motivation’, ‘Learning’, ‘Knowledge’ and ‘Curiosity’. This diversity of words suggests that the motivation to take part in the project was multifaceted. As emphasised later in the presentation, the word ‘Action’ indicates a desire for action or active participation. The words ‘Learning’ and ‘Knowledge’ show a desire to acquire new skills and information. The word ‘Curiosity’ indicates a desire to explore and understand the topic better. In other words, this group, considering an overview of their feelings, was motivated by a desire to act, learn, know and by curiosity about the project’s theme.

In answering the second question (What have you learnt?), the participants highlighted the expressions ‘Creating projects’ and ‘Valuing differences’ as the main lessons learnt. This may indicate that the project training helped them focus on developing skills to create inclusive projects and promote the valorization of diversity.

In the third question (Can you share some specific examples of how you can use what you have learned in your daily practice now as disability support moderator?), the participants mentioned some examples: ‘Communication skills,’ ‘Attitudinal skills’, and ‘Knowledge of needs’. These examples suggest that the training, to some extent, helped improve communication skills, developed inclusive attitudes and provided knowledge about the needs of people with disabilities. In addition, they highlighted some practical examples: (i) using clear and accessible language, adapting communication to individual needs (communication); promoting an inclusive environment, combating prejudices and stereotypes (attitudes); and identifying and responding to the specific needs of each person, adapting activities and resources (knowledge of needs).

In answering question number four (Were there any challenges faced during the programme, and if so, how were they addressed?), the participants noted the following expressions, as can be seen in the mind map: ‘Sensitizing groups’ and ‘Building bridges.’ We think we can gauge that the training addressed the difficulty of sensitizing different groups and creating connections between people with and without disabilities. The map doesn’t specify how these challenges were addressed, but their mention suggests that they were discussed and considered throughout the training in the Dismode project.

On question number five (Did the programme have any lasting effects on your career choices or aspirations?) the participants summarised their opinion in two expressions that they considered representative of the training: ‘Absolutely!!!’ and ‘Knowledge for life!!!’. They indicate precisely the impact and duration, suggesting that the knowledge acquired and the skills developed will apply in various situations and that the training has positively influenced their professional aspirations.

Finally, they were asked to leave a message (What is your key message?). This group’s key message is expressed as follows: ‘Raising awareness in order to transform with love, with difference as the norm’. We think this message summarises the main objective of the training: to promote awareness and social transformation, valuing diversity and inclusion. The DISmode project seems to have been a transformative experience that motivated participants to act, learn and promote inclusion. The training provided practical tools and knowledge, addressed important challenges and had a lasting impact on the participants’ aspirations.

The case study prompts participants to share specific examples of how they applied what they learned in their daily practice as disability support moderators. However, the actual responses or detailed examples from participants are not included in the text provided. The emphasis on applying learned concepts suggests that participants have opportunities to integrate new strategies and knowledge into their work, potentially enhancing their effectiveness in supporting individuals with disabilities. For concrete examples, we would need more context or participant feedback.

Case study 2

Initials: PF / Age: 25

 In another group, as can be seen in Figure 2, the answers to the questions posed were also presented in a mind map built around six axes: motives; learning, moderation, training, challenges, sharing.

The motivations mentioned orally complement what is written in the image. Thus, the desire to broaden the range of knowledge, particularly about support services, and to learn more about the different Special Educational Needs (SEN), mobility problems and the problems that arise when a disabled person looks for work/employment, which could be a path to their inclusion in society and social justice, were highlighted. In addition, he wants to improve his professional performance and as a moderator he wants to be an agent of change and someone who fights for the rights of people with SEN. As such, this moderator is a facilitator of the school and social life of people with SEN, trying to help eliminate different barriers, not just physical ones, but also attitudinal ones.

Figure 2 Mind map

In terms of training, they stress its importance because they have learned, for example, how to promote the autonomy of people with SEN, and they also highlight the collective will to learn and do more and better, to make things happen. As challenges, they highlighted the day-to-day work with people with SEN, the difficulties of involving the community and promoting self-confidence. They also shared the difficulty of adapting, the fear of making mistakes and the lack of knowledge. However, they admit that the training has helped them to expand and consolidate their knowledge.

Case study 3

Initials: ABRFS / Age: 25

Below is a comprehensive overview of my experience with the DISMODE training:

When I joined the DISMODE project, my main motivation was the conviction that inclusion should not be an abstract guideline but an integral part of any educational and professional practice. The program presented, with terms such as ‘neurodivergence’, ‘person with a disability’ and ‘inclusion’, reinforced in me the idea that, beyond laws and regulations, there needs to be a change in mentality and attitude that puts the person at the centre of the process. The following diagram represents everything that I considered important in the training course (figure 3).

Figure 3 What was the most important impact?

The opportunity to interact with other professionals and stakeholders and to deepen my knowledge of the subject was a great incentive. I have always believed in the importance of sharing experiences to build a future where everyone has a voice and a say.

During the training, I learned not only technical concepts about disability and reasonable accommodation but also practical approaches to conflict mediation and lifelong learning strategies. Suggesting a broader view of neurodivergence, which includes people with different modes of cognitive processing, showed me the importance of recognising competencies beyond so-called ‘normal’ standards.

This learning has helped me to review my own attitudes and prejudices, encouraging me to act as a facilitator of opportunities for everyone. In addition, DISMODE provided a solid understanding of how the integration, respect and empowerment of stakeholders – be they educators, managers or co-workers – can create more inclusive, accessible and participatory environments. In everyday practice, I have come to apply this knowledge in concrete ways in different situations. For example, when planning meetings with hearing-impaired people, I tried to include real-time subtitles and ensure the presence of sign language interpreters. In training activities or workshops, I began to make materials available in multiple formats (text, audio and even easy-read and, therefore, more accessible versions, ensuring greater reach and inclusion. Another practical example was the adoption of cooperative working methodologies, in which each group member could contribute according to their specific abilities, valuing the different ways of learning and expressing themselves. In this way, the lessons I learnt in the DISMODE course became an essential tool for moderating possible barriers that arise on a daily basis, promoting a culture of respect and integration.

As for the challenges faced throughout the programme, I can highlight the initial difficulty in deconstructing deep-rooted prejudices, as we often reproduce exclusionary patterns without realising it. Fortunately, DISMODE’s reflexive approach offered spaces for dialogue and sharing experiences that helped me recognise these critical points and deal with them more consciously. There were also technical challenges, such as adapting digital platforms to make content more accessible, but with the support of trainers and colleagues we were able to develop creative solutions, for example by incorporating accessibility software and good practice guides on the use of technology.

The impact of this training on my career path was profound. I felt encouraged to look for jobs in which I could more consistently fulfil the role of support moderator for people with disabilities. Furthermore, I realised that the issue of inclusion is not restricted to a single type of disability or context: it is something that cut across the whole of society, present in schools, companies and even families. This understanding broadened my aspirations and led me to seek further training in conflict mediation and social inclusion project management.

Finally, if I had to summarise the main message I take away from this process, I would say that inclusion is a collective responsibility, but it starts with everyone. We need to be willing to question our own practices, to actively listen to others and to build bridges where there used to be walls. I believe that DISMODE’s greatest legacy is precisely this vision of a future in which diversity is seen as the norm and not the exception. It is essential that we continue to open doors, create opportunities and believe in the potential of each person, because only in this way can we move towards a truly inclusive society.

 

AMPAT team organised a group feedback gathering session based on the questions below. You may see the summary of the piloters feedback.

1. What motivated you to join the DISMODE training?–That the course touches on different and wide-ranging types of disabilities.

-The practical examples are very didactic and can be carried out without expensive investment in equipment.

2. What have you learnt?

To know very good tools and resources to be able to work both in the classroom and in real life with this type of students.

-Can be applied in classrooms where there are no students with disabilities, but where they need other types of help, and by using these resources, motivation, self-esteem and integration into society for whatever reason can be worked on in a very positive way.

3. Can you share some specific examples of how you can use what you have learned in your daily practice now as disability support moderator

–Applying the resources and tools proposed in the course to the different disabilities and learning difficulties in the classroom.

4. Were there any challenges faced during the program, and if so, how were they addressed??

– There was no problem

5. 5. Did the program have any lasting effects onyourcareer choices or aspirations?

– Yes, they feel they are more prepared to work with students with disabilities.

6.What is your key message?

–Training to work with people with disabilities is very important, as you learn more about their needs.

Recommendations for the future initiatives:

Maybe it will be valuabnle to include in future initiatives sport-related aspects, such as organising a school of values where sport is used as a model for integration into society as well as to add social issues (drugs, behavioural addictions, behavioural addictions, etc.) for pupils and parents.

The final multiplier event in Bulgaria was held on 03 february 2025 in Sofia. It was organised by the Bulgarian Inclusion Support Team. The event was attended by representatives of the youth organisations, educational institutions, inclusive educators, pedagogical counsellors as well as youth workers from NGO’s who are working with disabled and disadvantaged youth.

The agenda was dedicated to the presentation of the project concept, objectives, activities and realised results by the team of the Bulgarian project partner. Thorough analysis from the piloting phase, impact gathering and case studies were also presented.

During the last session, the participants were able to discuss the potential exploitation of the project results and their implementation into the practice.

Case Study 1: A.I. – Age: 27

1. Motivation: “I was inspired by my own experiences growing up with a sibling with a disability. I wanted to make a difference in the lives of others facing similar challenges.”
2. Learnings: “The DISMODE training taught me about different types of disabilities, effective communication strategies, and how to create inclusive environments.”
3. Application: “I now use these skills to tailor my support plans for each individual, ensuring they feel understood and included in all aspects of their lives.”
4. Challenges: “One challenge was balancing the theoretical knowledge with practical application. We overcame this through hands-on workshops and peer support.”
5. Career Impact: “Absolutely! The training solidified my commitment to this field and opened doors to new opportunities within disability support services.”
6. Key Message: “Every person deserves respect and the chance to live a fulfilling life. Our role as a disability support moderator is to empower them to achieve that.”

Case Study 2: B.P. – Age: 28

1. Motivation: “I had always been passionate about social justice and saw disability support as an area where I could make a tangible impact.”
2. Learnings: “I gained insights into legal frameworks, advocacy strategies, and the importance of holistic care for individuals with disabilities.”
3. Application: “I now advocate for policy changes at local government meetings and ensure my clients know their rights and how to assert them.”
4. Challenges: “Time management was a challenge, but we received excellent organizational tips and resources to stay on track.”
5. Career Impact: “Definitely! It confirmed my desire to specialize in disability law and policy, aiming to influence systemic change.”
6. Key Message: “Knowledge is power. Equip yourself with it and use it to fight for those who need it most.”

Case Study 3: C.D. – Age: 26

1. Motivation: “My previous job involved working with disabled children, and I wanted to deepen my understanding to provide better support.”
2. Learnings: “The training covered child development, adaptive learning strategies, and how to create inclusive educational settings.”
3. Application: “I implement these strategies in classrooms, ensuring every child feels valued and capable of reaching their potential.”
4. Challenges: “Balancing work and study was tough, but the flexible online modules made it manageable.”
5. Career Impact: “It reinforced my love for teaching and inspired me to pursue further qualifications in special education.”
6. Key Message: “Inclusion starts with understanding and adapting our methods to meet each child’s unique needs.”

Case Study 4: D.E. – Age: 29

1. Motivation: “I wanted to combine my medical background with a more personalized approach to patient care.”
2. Learnings: “I learned about chronic conditions, pain management, and the psychological impact of living with a disability.”
3. Application: “I now incorporate these insights into my medical practice, offering holistic care that addresses both physical and emotional well-being.”
4. Challenges: “Integrating new practices into established medical protocols was initially challenging, but teamwork and open communication helped overcome this.”
5. Career Impact: “It broadened my perspective and led me to explore interdisciplinary approaches to healthcare.”
6. Key Message: “Holistic care considers the whole person, not just their condition. This leads to better outcomes and happier patients.”

Case Study 5: F.G. – Age: 25

1. Motivation: “I was drawn to the idea of making a positive impact on people’s lives and felt this training would equip me with the right skills.”
2. Learnings: “I gained practical skills in assisting with daily tasks, fostering independence, and building meaningful relationships with clients.”
3. Application: “I apply these skills daily, helping clients with everything from personal care to navigating public spaces confidently.”
4. Challenges: “Adapting to different personalities and needs was initially overwhelming, but ongoing mentorship provided valuable guidance.”
5. Career Impact: “It confirmed my passion for direct support work and inspired me to seek leadership roles within the field.”
6. Key Message: “Building trust and rapport is key to effective support. Every interaction matters.”

Case Study 6: H.J. – Age: 27

1. Motivation: “I wanted to transition from corporate work to a more fulfilling career where I could directly help others.”
2. Learnings: “The training covered disability awareness, cultural sensitivity, and the importance of individualized care.”
3. Application: “I now focus on creating culturally sensitive support plans that respect each client’s background and preferences.”
4. Challenges: “Adjusting to a new industry and its terminology was challenging, but the supportive learning environment eased the transition.”
5. Career Impact: “It completely changed my career trajectory, leading me to a more purpose-driven path.”
6. Key Message: “Respect and understanding form the foundation of effective support. Always strive to see the world through your client’s eyes.”

Case Study 7: K.L. – Age: 30

1. Motivation: “I have a close friend with a disability and wanted to learn how to better support them and others in similar situations.”
2. Learnings: “I gained knowledge about different types of disabilities, effective communication, and the importance of empathy.”
3. Application: “I now use these skills to offer emotional support and practical assistance to my friend and others in my community.”
4. Challenges: “Finding time for the training alongside full-time work was difficult, but the flexibility of the program made it possible.”
5. Career Impact: “It inspired me to consider a career shift towards disability support services in the future.”
6. Key Message: “Empathy and understanding go a long way in making someone feel seen and supported.”

Case Study 8: M.N. – Age: 36

1. Motivation: “I wanted to contribute to my community and felt this training would give me the tools to do so effectively.”
2. Learnings: “The training covered disability etiquette, accessible design principles, and how to create inclusive communities.”
3. Application: “I now volunteer at local organizations, advocating for accessibility and inclusivity in public spaces and events.”
4. Challenges: “Convincing businesses and institutions to adopt accessibility measures was challenging, but persistence and data-backed arguments helped.”
5. Career Impact: “It deepened my commitment to community work and inspired me to pursue further advocacy roles.”
6. Key Message: “Inclusivity benefits everyone. Let’s work together to create a world where everyone feels welcome and valued.”

Case Study 9: O.P. – Age: 33

1. Motivation: “I wanted to combine my background in social work with specialized knowledge in disability support.”
2. Learnings: “I learned about crisis intervention, trauma-informed care, and how to navigate complex support systems.”
3. Application: “I now use these skills to provide immediate and long-term support to clients experiencing crises or transitions.”
4. Challenges: “Dealing with emotionally charged situations was tough, but regular debriefing sessions with peers provided much-needed support.”
5. Career Impact: “It reaffirmed my dedication to social work and inspired me to specialize in disability support within the field.”
6. Key Message: “Compassionate care involves addressing both immediate needs and long-term wellbeing. Every interaction counts.”

Case Study 10: Q.R. – Age: 26

1. Motivation: “I wanted to gain practical skills to support my family member with a disability and potentially turn it into a career.”
2. Learnings: “The training covered basic caregiving, safety protocols, and how to promote independence while ensuring safety.”
3. Application: “I now assist my family member with daily tasks, ensuring their comfort and safety while encouraging autonomy.”
4. Challenges: “Balancing caregiving with personal commitments was challenging, but the program’s flexible schedule made it manageable.”
5. Career Impact: “It sparked my interest in professional caregiving and inspired me to explore related career paths.”
6. Key Message: “Caregiving is about balance—ensuring safety while empowering independence. Every moment spent caring is a moment invested in someone’s wellbeing.”

 

 

Case study 1

İsmail Özdemir: Special Education Teacher

• Piloting Experience:
  I applied Dismode to various teaching tasks, such as creating individualized learning plans (ILPs), visual schedules, and progress reports.
• Accessibility Features:The platform’s templates and AI suggestions helped me create materials with accessible fonts, color contrasts, and layouts tailored to students’ needs.
• Collaboration Tools:Dismode allowed me to share presentations with parents and support staff, enabling real-time feedback and updates.
• Engaging Visuals:I used the platform’s data visualization tools to create simplified charts that made student progress more understandable for families.

DISmode project proved invaluable in supporting my work as a special education teacher, helping me meet accessibility standards, save time, and foster stronger collaboration with families and colleagues.

The DISmode project’s resources significantly enhanced my ability to support students with disabilities. By adopting the functional profile, applying inclusive educational strategies, and utilizing effective communication practices, I observed notable improvements in student engagement and inclusivity within my classroom.

Case study 2

Nurefsan POLAT : Young moderator as a sport trainer

• As a young moderator working with individuals with disabilities, I employed the DISmode project’s resources to improve my support strategies.
• The DISmode project’s resources were pivotal in enhancing my role as a moderator supporting individuals with disabilities. By implementing the functional profile, inclusive strategies, and effective communication practices, I was able to provide more structured, accessible, and empathetic support, resulting in improved outcomes for the individuals I worked with.

Our project results were disseminated during the event organised as part of the “IGNITION Community of practice: The future of the EU Higher education: New challenges, new opportunities”. Our project coordinator prof. Vitor Gonsalves presented the opportunities and the know-how which our project results are providing to ensure the transition between the school education and higher education institutions of youth with disabilities.

The final transnational partners meeting was held on 28 January 2025 in Braganca, Portugal. The project consortium concluded on the finalisation of the pilot implementaiton phase and as a result 179 people (instead of 40 initially planned) have been successfully trained as disability support moderators in Portugal, Bulgaria, Spain and Turkiye.

Thanks to the common efforts of all partners, we have been able to reach the following impact in Portugal, Bulgaria, Spain and Turkiye.:

• Implementation of the functional profile of the youth NGO’s disability support moderators.
• Improvement of the inclusion of youth with disabilities in formal and non-formal education opportunities.
• Improvement of provision of support and facilitation competences of the youth NGO staff.
• Improvement of communication and sign language knowledge of the youth NGO staff.
• Improvement of the overall disability awareness of the youth NGO staff.
• Improvement of the reasonable adjustments of the training process in Bulgaria.
• Improvement of the digital competences of the youth NGO staff about supportive assistive technologies, which can support the needs of the youth with disabilities.

 

On 18th and 19th of December 2024 in Madrid, Spain, the fourth transnational partners’ meeting was held. It was attended with representation by all project partners. The meeting was dedicated on the progress of the pilot implementation phase in Portugal, Bulgaria, Spain and Turkiye. Over 155 participants so far are participating in the training to become Disability support moderators.

The partners reviewed the status of all work packages as well as discussed the quality assurance, feedback gathering, internal evaluation as well as dissemination and exploitation of the project results including the presentation of the realised activities and planning the future one.

Stay tuned with the project website, where shortly we will announce information about the forthcoming National multiplier events in Bragance (Portugal), Plovdiv (Bulgaria), Madrid (Spain) and Istanbul (Turkiye).

On 6 December 2024, the Annual Meeting of the National Agencies of Erasmus+ programme was held in Budapest, Hungary, under the title “Expanding Horizons through International Networks”.

The event was organized by the Hungarian National Agency for the Erasmus+ Programme – Tempus Public Foundation, with the support of the Directorate General for Education, Youth, Culture and Sport of the European Commission.

The meeting was attended by representatives of 13 European National Agencies – Austria, Bulgaria, Croatia, Germany, Hungary, Estonia, Czech Republic, Lithuania, Latvia, Romania, Poland, Slovakia and Turkey. Each country presented 2 successful practices within the framework of the implementation of their annual work programmes.

The presentation of the Bulgarian Inclusion Support Team received the first price for achievement on EU level.

The University of Thessaly (UTH) organised the INVEST Digitalization Conference, which took place from November 6-8, 2024, in Athens, Greece. This event was attended by academicians, researchers and PhD students from across Europe to explore the latest advancements in digital tools for education, networking, and collaborative learning.

The Bulgarian Inclusion Support Team presented the DISMODE project concept as well as the major project deliverables.

Participants were invited to exploit the project results Potential exploitation negotiations were also discussed with universities from Slovak Republic, Greece, Finland, France and Spain.

On 22 and 23 May 2024, in Sankt Pölten, Austria, the 33rd Annual conference by EURASHE on the theme: “Stronger together: Promoting transnational cooperation” took place. Our project team was represented among the key panelists together with Mrs. Sophia Eriksson Waterschoot – the General Director for Youth, Education and Erasmus+ at the European Commission’s Directorate General for Education, Youth, Sport and Culture as well as representatives of Šiauliai State UAS, Thomas More UAS, Burgenland UAS, under the moderation of Mr. Michal Karpišek – member of the European Alliance E³UDRES².

The third transnational partners’ meeting was held on 10th and 11th of April 2024 in Istanbul, Turkiye. The meeting was hosted by the Turkish partner – World Innovative Sustainable Solutions.

The main focus of the meeting was the finalisation of all project deliverables and the preparation for the piloting phase. In the next 10 months at least 40 youth workers will be trained as disability support moderators.

The partners also discussed the forthcoming participation in international congresses in Alicante and Sevilla. Follow our website for more information shortly.

On 20 March, 2024 (Wednesday) in the Great Hall “prof. Asen Zlatarov” of the Federation of Scientific and Technical Unions (FNTS) in the city of Sofia, the final event of the IM-PRO-MENT project was held. The project concept and outcomes are related to realisation of peer mentoring support between advanced students and those with disabilities and special needs. During the event, the DISMODE project was disseminated in the presentations of Mr. Andrean Lazarov (from Bulgarian Inclusive Support Team” Sofia) and Mrs. Figen Sekin (from WINSS – World Innovative Sustainable Solutions, Istanbul, Turkiye). More than 50 people took part in the event, including principals of vocational schools, teachers, pedagogical counsellors, students (including participants in the pilot phase of the project), as well as representatives of the Union of Bulgarian teachers and academics.

On 15 March 2024, the project coordinator Mr. Vitor Gonsalves from IPB met with representativs of the Thequia Teachers. He presented the project results so far and gathered feedback on their exploitation.

The DISmode project was presented by the project coordinator Mr. Vitor Gonsalves at the II seminar on Neurodiversity and emerging technologies in Burgos, Spain – 05 March 2024. He presented the project results and encouraged the audience to use them.

The DISMODE project was presented during X Conferência Ibérica de Inovação na Educação com TIC (ieTIC2024), which was held on 15 and 16 February 2024 at Câmara de Lobos in Madeira, Portugal by its coordinator – Mr. Vitor Gonsalves.

He presented in detail the project results: R1 New functional profile of “Disability support moderator for youth with disabilities”, R2 Training handbook on inclusive education adjustments including guidelines and tips and the draft of R3 Communication module on disability awareness, disability etiquette, communication guidelines, basic use of assistive technologies and sign language.

He gathered feedback from the audience, which mainly represented the school and higher education sectors. Initial exploitation negotiations were established as well.

Online broadcasting from the event is available here: https://www.youtube.com/watch?v=JlGEf8m6Jjg

The DISMODE project was disseminated as part of the VISAGE4JOBS final multiplier event, which was held on 15 February 2024 in Sofia, Bulgaria. The Bulgarian Inclusion Support Team together with WINSS, Turkiye presented the project results so far. 40 representatives of the project’s target groups took part in it, including teachers, psychologists, pedagogical advisors, career consultants, representatives of vocational training centers.

Co-creating Innovation have long been integral to the mission of Instituto Politécnico de Bragança, underpinning their commitment to fostering future-oriented higher education that addresses the complex challenges of the world of work. Within STARS EU, their Strategic Alliance for Regional Transition funded in the European Universities Initiative, they have adopted a pedagogical approach that places significant emphasis on fostering inherent collaboration with external stakeholders from all regions of our nine european partners. This commitment is driven by their understanding that the vitality of higher education institutions, professors, researchers, and students is profoundly intertwined with the benefits derived from these co-creation activities. Furthermore, their vision extends globally, as they proactively aim to facilitate the growth of a knowledge-driven regional economies through robust international cooperation.

In this spirit, the International Conference on Co-Creation Processes in Higher Education (In2CoP) serves as a crucial platform for reflection and the sharing of insights garnered from co-creation ecosystems. This event was designed to inspire and sustain the growth of a multidisciplinary and multicultural learning community, one that is fully equipped to navigate the evolving landscape of higher education and address the intricate challenges posed by the contemporary and the future employment landscape.

During the event, prof. Vitor Gonsalves, the DISMODE project coordinator on behalf of IPB team presented the project, its concept and the first ready results – R1 New functional profile of “Disability support moderator for youth with disabilities” and R2 Training handbook on inclusive education adjustments including guidelines and tips.

The DISMODE project concept was presented during INVEST conference as part of the INVEST European University Alliance at University of Reims Champagne Ardenne. The event was held on 23 January 2024, at the Aula of the university in Reims, France.

 

In its role as the National Agency for the European Programs “Erasmus+” and “European Solidarity Corps”, the Human Resources Development Centre organise the Annual Valorisation Conference 2023 on the topic “Active Citizenship in Europe”.

Special guests at the event were Acad. Prof. Nikolay Denkov (Prime Minister of the Republic of Bulgaria), Prof. PhD Galin Tsokov (Minister of Education and Science) and Dr. Vanya Kastreva (Head of Regional Educational Directorate – Sofia).

During this year’s conference, five discussion panels were held, during which the reflection of European values and priorities in the two programs was discussed. Special attention was paid to the topic of inclusion of people with fewer opportunities and special needs and how they are included in the projects, and in this regard, the chair of the panel was our representatives of Bulgarian Inclusion Support Team. In their summary, they highlighted the exceptional role of the Erasmus+ program in the formation of soft skills, a sense of belonging and the professional and social inclusion of this target group and presented as best practice current initiatives, which are managed with the participation by the Bulgarian Inclusion Support Team. He also disseminated the new functional profile of Disability support moderator, which was highly valued by the audience.

The achievements of DISMODE projects were discussed also with the Minister of Education and Science of Republic of Bulgaria – prof. PhD Galin Tzokov.

The national seminar was organised by the National agency of Erasmus+ in Bulgaria and the Bulgarian National VET team. It was focused on students with special needs and their teachers from vocational high schools in the region within the framework of the “European Year of Skills – 2023”. On behalf of Bulgarian Inclusion Support Team, Mr. Andrean Lazarov (moderator of the event) demonstrated the importance of the Disability support moderators at universities, which may help students with special needs on their transition to higher education or lifelong learning.

The project consortium met in the oldest city in Europe – Plovdiv in the period 20-22 November 2023. The host partner was the Bulgarian Inclusion Support Team. Special guest was Prof. PhD Christina Sanchez Romero – Head of Inclusion and Diversity Department of UNED – Spain.

The partners presented positive feedback from the National advisory boards in Portugal, Spain, Bulgaria and Turkiye, who validated the content and structure of Result 1 New functional profile of “Disability support moderator for youth with disabilities”.

The partners discussed and finalised the second project deliverable – Result 2 Training handbook on inclusive education adjustments including guidelines and tips. It will be evaluated by the advisory board members and upon approval it will be translated.

Very intensive work was dedicated also on the development of Result 3 Communication module on disability awareness, disability etiquette, communication guidelines, basic use of assistive technologies and sign language.

Overall, the partnership will be ready to start the pilot implementation phase 4 months earlier than foreseen. More information how to join the pilot trainings will be provided shortly.

Our project coordinator, prof. Vitor Gonsalves from IPB – Portugal made a presentation of the project to the consortium of Hack-it project in Granada university to 25 academicians from KTU Lithuania, Haga-Helia university of Finland and Granada university, Spain. The event was part of the Training of Trainers – C2 titled: Assessment, smart technologies and Students’ engagement.

The XVII International congress of the organisations working in the field of education, which was held in the period 08-10 November 2023 in Oviedo, Spain. In the dedicated panel called: “Inclusive education in the 21st century: recent practices and solutions for teachers and students with speacial needs” our project was presented by Paula Vaz and Elza Mesquita from CIEB, IPB – Portugal, prof. Pilat Gutiez Cuevas and prof. Crisalida Rodriguez Serna from AMPAT, Spain and Andrean Lazarov from BIST, Bulgaria. They presented the project concept and  R1 New functional profile of “Disability support moderator” at NGO sector and the recent version of R2 Training handbook on inclusive education adjustments including guidelines and tips. The audience was extremely interested, because the project concept is very relevant to the recent challanges in the higher education in Europe.

The congress was organised by the University of Oviedo and included more than 200 participants from Europe and Latin America (academicians, business representatives, teachers, lecturers, NGO representatives, policy makers). During the first congress day, the team of Bulgarian Inclusion Support Team presented the key outcomes of the project, especially appreciated by the giant name in the didactics of Spain – prof. Antonio Medina Rivilla from UNED | Universidad Nacional de Educación a Distancia and the key organiser prof. Emilio Álvarez Arregui – President of UNESCO Spain . Possibilities for exploitation of the key project results in Spain and in Latin America were discussed.

Dedicated article about the project, its concept and results was also published with ISBN: 978-84-18482-96-0

More information at: https://www.cioie2023.org/es/programa.php 

Prof. Paloma Anton Ares from AMPAT, Spain was keynote speaker at the X CONGRESO ESTADUAL APAES-BAHIA Y IV FÓRUM DE AUTODEFENSORES, I FÓRUM DE FAMILIA: INCLUSAO, DESAFIOS, PERSPECTIVAS E POSIBILIDADES. The congress was held in the period 11 – 13 October 2023 at FBH, Salvador de Bahía (Brasil). She presented the BURNPRO Prevention program via digital tool of Burnout syndrome among teachers was presented. Prof. Ares reported on the objectives, purpose and expected results. Possible exploitation of the project results were negotiated.

On 04.09.2023, in the city of Burgas, a national conference was held on the topic “How the Erasmus+ program helped to improve the skills of teachers to create innovations in the educational system in Bulgaria”, organized by the Human Resource Development Centre – the Bulgarian Erasmus+ National Agency. During the event, concepts for professional knowledge management, ways to apply micro-training in professional training, as well as the impact of youth activities was demonstrated by different educational institutions and NGOs.

As part of the official agenda of the event, the team of BIST presented the first outcomes from the DISMODE project. The main project results were demonstrated to the participants and several educational centres from Burgas area expressed their wish to join the pilot trainings. During the event, participants also exchanged ideas and shared experience on key issues in the sector.

In the period 28 June – 1st July 2023, an international DISmode partners’ meeting was held in Braganca, Portugal.

The wonderful team of the Coordinator of the DISmode project chaired by the prof. Vitor Gonsalves  together with the Mr. Mario Cardoso, Subdirector of ESE welcomed us in the modern technological hub of North Portugal.

During the productive days, we have been able to exchanged expertise and know-how with wonderful experts from Portugal, Spain and Turkey.

The consortium finalised the profile of the Disability support moderators, who will help students with special needs in their transition from schools to the Higher education. The first project deliverables will be demonstrated in November in the International CIOIE Oviedo congress.

Prof. Paloma Anton Ares from AMPAT, Spain was keynote speaker at the IV INTERNATIONAL PEDAGOGICAL CONGRESS ISIMA 2023, which was held on 22, 23 and 24 June 2023 in Mexico. Path towards 2050 “Reimagining Our Futures” was the slogan of the congress with the participation of 150 teachers, academicians and policy makers in the field of education . During the panel “TRENDS IN RESEARCH AND INTERDISCIPLINARY WORK TO PROMOTE EDUCATIONAL INCLUSION” the project was presented. Prof. Ares reported on the objectives, purpose and expected results and pointed out that the Erasmus +KA2 projects are financed by the European Union, in response to detected needs and aimed at improving education, the training of teachers and students as well as promoting cooperation, innovation and the exchange of good practices. Exploitation agreements were negotiated.

The  Bulgarian Inclusion Support Team was invited to participate together in a Breakout session about the INVEST Fellow programme during the 32nd Annual EURASHE conference. The event took place on 8-9 June 2023 and was hosted by the University POLITEHNICA of Bucharest (UPB). During the event series discussions were held about the inclusive Higher education together with the new EURASHE President, Mr. Hannes Raffaseder, CEO of the St. Pölten University of Applied Science and the Rector of UPB Prof. Mihnea Costoiu. Both of them expressed interest towards the project and it was agreed to invite them for one of the project multiplier events. Currently EURASHE is a partner in the ATHENA project aims to transform the he sector and to offer students education that will include knowledge on accessibility. this will lead to new approaches in various professions to build a more inclusive society. ATHENA partnership is planning to develop a set of recommendations on integrating accessibility and design for all into the HE curricula, we want to make another step forward in promoting equal opportunities, access and social inclusion of people with disabilities. Possible synergies between DISMODE and ATHENA were discussed.

The team of IPB met with the professors from the University of Burgos in Spain, where they have discussed the draft version of the functional profile of the Disability support mediators. IPB also agreed on future cluster activities on the inclusion and diversity topic.

Erasmus University Rotterdam (a key partner of the DISMODE project) has been working on the fundamental topics of inclusion, diversity, equity and access for more than seven years. Their dedicated and institutionalized IDEA Center now consists of more than 20 specialists that develop and execute our institutional and integral approach on inclusion, diversity, equity and access. The IDEA Center has taken on a pioneering role, nationally and in Europe helping initiate IDEA-structures at universities, disseminating our knowledge and expertise.

During the week, various national and international speakers – including Prof. Lina Gálvez Muñoz (European Parliament), Alfred Herrera (University of California, Los Angeles), Prof. Eveline Crone (Erasmus University Rotterdam – EUR), Fanny Passeport (Education Development Officer at Erasmus X, EUR) & Dr. Dirk Deichmann (Associate Professor, EUR) and our CEO Mr. Andrean Lazarov – together with academicians, researchers, PhD students and disability organisation representing participants shared practical insights and knowledge on topics such as (academic) outreach, student engagement, inclusive education & Universal Design for Learning, inclusive HR, inclusive communication and monitoring & research.

During the panel workshop “Integrating Universal Design for Learning into your course” we have presented the recent development in the field of Universal Design for Learning (UDL). UDL is an approach that allows instructors to proactively design their course content and pedagogical strategies to anticipate a wide range of needs. Rather than seeing students as ‘average’, they are considered as ‘variable’. By acknowledging and welcoming diversity, instructors adopt a pluralistic approach that honors learning differences. When applying UDL, the instructor provides multiple ways of engagement, representation, and action & expression. Concrete examples from EUR applications (and reflections) in a ‘Design Thinking’ course at RSM (in fall 2022) and contributions from the Bulgarian inclusion support team recent and past development were presented. Reference to the recent DISMODE project concept for disability support moderators was presented.

More information and detailed programme is available here: https://www.eur.nl/en/research/information-form-idea-international-knowledge-week/idea-international-knowledge-week-wednesday

Our team was invited to participate as key speaker during the plenary sessions at the European conference “Transversal Skills for Work and Life: Strengthening Guidance and Validation” which was held between 18-19 April 2023 in Paris, France.

The main aim of the conference was to build bridges between research, policy and practice for guidance and validation of transversal competences in Europe. Both in work settings and in daily life, there is a growing need for individuals to develop high-level competences to address complex challenges. Transversal competences set the foundation for personal development, resilience, the ability to communicate and work constructively with others, problem-solving, and the ability to manage one’s learning and career. Yet transversal competences are not always valued or made visible in guidance and validation processes for disadvantaged learners.

The ongoing TRANSVAL-EU project — co-financed by Erasmus+ KA3 Policy Reform – Policy Experiments coordinated by OeAD, Austrian Agency for Education and Internationalization (Austrian National Agency of Erasmus+ programme) – one of the largest policy experimentations in Europe — aimed to bridge this gap in guidance and assessment in validation of non-formal and informal learning (VNFIL). The TRANSVAL-EU research conference  provided opportunities for researchers to share and discuss state-of-the-art research in the field of validation of non-formal and informal learning (VNFIL) of transversal skills, including in conference panels, workshops, and a networking reception.

On 04-05/04/2023, our team was invited as key trainers during the training workshop named: “Career guidance and presentation of knowledge and skills for success – a step forward to a successful career”. The event is part of the European year of skills events, organised by the Human resource development centre, Europass Bulgaria, Euroguidance Bulgaria and the National Expert Team on VET in Bulgaria.

The training was opened by Mrs. Antoineta Pakova, head of the Regional educational directorate – city of Plovdiv.  Our team presented the DISMODE concept and advised students on how to ensure their successful transition between the school and higher education.

We shared examples with the participants proving the importance of every young person being aware of their career path at the very first stages of their professional training.

 

The Bulgarian Inclusion Support Team was among the participants at the National Career Days 2023 at the first event, which was held on 1st April 2023 at Grand Hotel “Millennium” Sofia. Students and young people including people with disabilities were able to talk with our key experts in the field of career counselling of young people with disabilities and those with Roma origin. We have demonstrated the concept of our main results from the initiative under Erasmus+ programme.

We are happy to announce that the grant agreement was signed on 4th April 2023 between the Vice Rector of INSTITUTO POLITECNICO DE BRAGANCA, Braganca, Portugal prof. PhD Luís Manuel Santos Pais and the Director of the Portuguese National Agency for Youth ( Agência Nacional para a gestão do programa Juventude em Acção) Mr. Luis Alves.