<< Objectives >>This project aims to increase the availability of social skill training for learners with ASC and ID in primary schools. This will work in favor of supporting the inclusion of children with ASC and ID in mainstream schools, reducing learning disadvantage, early school leaving and low proficiency in basic skills, and supporting teachers in implementing social skills development programs for learners with ASC and ID.<< Implementation >>We plan to implement the following activities:Conduct a survey to identify support needs of teachers and learners. Next, based on their needs we will develop a handbook/guide for teachers, and develop video materials (OER) and a dedicated web site in order to provide methodological guidelines and practical, ready-to-use activities for social skill training for learners with ASC and ID. Finally, we plan to organize an conference to share and promote our results, and raise awareness on the issue.<< Results >>For this purpose, the project will produce the following results:Conducted needs analysis for support of teacher and learners with ASC and ID, regarding social skills. Created methodological guidelines for teachers, and ready-to-use teaching and learning activities. Created digital recourses and tools for teaching and learning and a dedicated website. Raised awareness in the professional community and relevant stakeholders on the importance of social skills programs for ASC and ID.

The ACCESSIBLE ONLINE ENVIRONMENT FOR ENCOURAGING AUTONOMOUS ENGLISH LANGUAGE LEARNING AIMED AT PEOPLE WITH DISABILITIES (EN-ABILITIES) project will develop tools aimed at encouraging autonomous language learning for students with Special Educational Needs (SEN) in formal and no-formal education settings, implementing a Virtual Learning Environment (VLE) and a new validated and evidence-based methodology and approach translated into practical guidelines for ICT and software developers and pedagological guidelines for teachers. The VLE will be built on the basis of a sequenced learning process suitable to be adapted to each student and according to the W3C remarks and universal design blueprints. For that, partners propose three Intelectual Outputs: O1 Accessible VLE for language learning; O2 Technical guidelines on Universal Design for learning language solutions; and O3 Pedagogical guidelines on language learning solutions. These three outputs are adressed to empower students with SEN in ther autonomous learning and to equip professionals from educational sector (teachers and ICT/software developers) to adapt their products to students with SEN. The project proposes also 2 learning activities and 7 events to empower participants in those tools and disseminate the project outputs. The proposed learning activities and events will be also used to validate the proposed outcomes (Os 1-3) regarding usability, friendliness and accessibility. For that reason, in those activities the outputs will be shared with participants to gather their feedback and incorporate relevant suggestions and improvements during the last 3 months of the project with the aim to deliver the final versions of the three Os. Moreover, in the O2 and O3, partners will share the translated versions of the draft guidelines with at least 3 experts per country (Spain, Ireland, Portugal, Serbia and Rumania). The EN-ABILITIES innovative approach will impact on adult students with SEN that will be able to use appropiate resources for autonomous language learning; and on the professionals that will be empowered with a new methodology, knowledge and tools. As consequence, students with SEN and professionals’ competences will be reinforced and their employability increased.