We are addressing the needs of youth with disabilities to enter and succeed in forms of education by smooth transition process supported by the youth-oriented NGO. In this project we are tackling several needs, as following:

1. Identification and applying
As a first step the youth with disability are looking for opportunities for providing accommodations and to make specific requests addressed. Therefore, the youth faced quite chaotic situation to whom s/he should look for support in this process of selection proper subject and preparation of the necessarily documentation, where frequently alternative formats are needed both in formal and non-formal provision.

2. Examination and evaluation
Youth have the responsibility to present documentation of their condition(s) for consideration of possible accommodations and to request adaptations of the examination process if needed. The evaluations conducted are performed at the youth’s expense, which is also not supported by the government. We should not forget that the youth may need an alternative form of examination (for example: if the person with severe visual impairment, s/he may request the examination to be in oral form). This process will be also facilitated by the moderators.

3. Documentation
Training organisers have the right to ask for current and comprehensive documentation that clearly details: the diagnosis, the functional limitations and the need for accommodations. In that case the youth need to disclose even hidden disabilities in this stage. In addition, the documentation presented in the majority of the cases do not present clearly details about the youth’s substantial limitations. Merely having a diagnosis (e.g. learning disability, ADHD) does not necessitate accommodations. Similarly, the use of successful mitigating measures (e.g., medication, corrective lenses in the case of a vision impairment) that eliminate the functional impairment means that accommodations are not appropriate. In other words, learning differences or “relative weaknesses” compared to one’s abilities in other areas are not necessarily disabling.

4. Reasonable Accommodations
Accommodations should be designed to ensure equal access and “level the playing field” versus guarantee academic success. Specific examples include providing an interpreter for a deaf youth to allow him/her to understand the material being presented and giving extra test-taking time to a youth with a learning disability to make sure that he/she has sufficient time to read an exam. In contrast, accommodations would not be provided to ensure that a youth gets a certain grade on an exam.

5.Self-Advocacy
In youth NGO, by default it is expected that the youth must be able to communicate their needs and request services. However, still parents should have the opportunity certainly to voice their concerns about a youth. All these stages should be supported by specific and competent person like the disability support moderator, we believe.

This disability support moderator is able:
– to welcome youth with disability and to present the learning opportunities
– to discuss the ways how the youth with disability can implement the examination process and if this process will need an adaptation, which should be therefore approved by the Management board.
– to collect, review and clarify to the youth NGO staff what are the strengths and limitations, caused by the disability to this particular youth.
– to negotiate with the youth and therefore with the Management board reasonable accommodations needed
– to be an advocate for the youth in his/her communication with youth NGO staff and where needed to resolve possible conflicts and issues with peers.

Learn more at the R1 New functional profile of “Disability support moderator for youth with disabilities”

Results from the pilot implementation and training phase are presented at DISMODE Consolidated piloting report

PORTUGAL

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.

TURKIYE

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.

 

SPAIN

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.

BULGARIA

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.”