"Step by Step": Methodogical Guide Based On Good Practices Methods

Erasmus + Project
“Step by Step”
Project code: 2019-1-IT01-KA202-007534
Methodogical Guide based on good

practices‘ methods
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Table of Contents:
1. Introduction of the project and aim

2. Partners
3. Evaluation Grid for Good Practices
4. Best Practices for Italy
5. Evaluation Grid for Each Practice Italy
6. Best Practices for Germany
7. Evaluation Grid for Each Practice Germany
8. Best Practices for Greece
9. Evaluation Grid for Each Practice Greece
10. Best Practices for Latvia
11. Evaluation Grid for Each Practice Latvia
12. Best Practices for Lithuania
13. Evaluation Grid for Each Practice Lithuania
14. Policy Recommendation
15. Conclusions
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1. Introduction of the Project and Aim
1.1. Overview
Step by Step is an European Erasmus+ project which supports social inclusion of disadvantaged
youngsters at risk of early school leaving (young people aged 18-25 affected by Specific
Learning Disabilities and Specific Language Impairments) by means of fostering inclusive
methods of education based on Work-Based Learning (WBL). The project wants to offer high
school students interdisciplinary learning experiences that develop their problem-solving,
critical-thinking and communication skills linking their classroom learning with reality.
1.2. Aim of the Project
One of the aims of “Step by Step” is to contrast the phenomenon of early leavers schools
(disadvantaged youngsters suffering from SLD and SLI) through WBL methods.
It wants to provide VET teachers, trainers and mentors with WBL opportunities for their
continuous professional development, updating their competences in including more
updated methodologies in dealing with students affected by SLD and SLI within their
curricula.
And not the last, the project wants to share good practices in order to duplicate successful
supportive scheme for school teachers and trainers with the purpose of keeping SLD and
SLI learners motivated by means of WBL interconnected activities.
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2. Partners
2.1. Associazione Culturale Pitagora (Italy)
L'Associazione Culturale Pitagora of Sassari is a non-profit cultural association. The members

of the association are the teachers of the Scuola Paritaria Pitagora, a school open to all the
students who want to share values such as mutual respect and solidarity and to know new
and different cultures.
The main purpose of the association is to work in the field of social solidarity.
The members of the Association organize activities for children, such as English courses after
school, and extracurricular activities for people with fewer opportunities (youth with
linguistic and mental disease such as dyslexia, learning disorders and autism).
Associazione Culturale Pitagora has created a collaborative atmosphere with the students'
families and with the local institutions in order to organize events, activities that can be useful
for the students' personal growth.
2.2. INSTITOYTO PSYCHOKOINONIKIS ANAPTYXIS (Greece)
Institute of Psychosocial Development (I.Ψ.A.) is an NGO founded in the City of Larisa

(Region of Thessaly) since 2001 by a group of experienced scientists and research associates
active in various development fields with disadvantaged segments of society. Basic objective
of the Institute is the promotion of psychosocial development of the individuals, through a
wide range of diagnostic, therapeutic, counseling and support services for adults, families,
children and adolescents on an individual or/and group basis. Specifically, a series of
integrated services are provided through a range of specific programs satisfying the enhanced
need of all the target groups.
The Institute of Psychosocial Development offers enhanced educational services both at
research and clinical level for health and non-health professionals, specific training and
educational services for promoting the aspect of individual psychosocial development,
provision of particularly designed services (research, advisory, etc.) for target groups with
special needs (e.g. Social inclusion for minorities), guidance and support provision for
prevention and therapy programmes designed to vulnerable groups, to name a few.
2.3. Veseligas attistibas skola (Latvia)
The association "Healthy Development School" (VAS) is running from January 21, 2013 and
represents the educational and health care working in speech therapy. We are working in close
contact with Latvian Logopedic association. One of the objectives of our association is to
promote the professional development of Latvian speech therapists for their services meet the
highest standards of practice in speech therapy. VAS is composed of a group of teachers and
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educators who are actively promoting the use of NFE applied to people with fewer
opportunities (in particular as a consequence of mental and learning disorders such as dyslexia,
ADD / ADHD) as an efficient method to include them and improve their skills and competences
in human relations as well as in the realms of participation an personal accomplishment.
2.4. NGO Nest Berlin (Germany)
NGO NEST Berlin was born in 2016 out of an initiative by young professionals in the fields of
NGO, Social Innovation, European projects, European mobility, Networking and Non Formal
Education methods.
The organization aims at advancing human, social and socioeconomic development of young
people through creating and deploying a multilayered set of educational activities targeted at
young people in cooperation with NGOs and stakeholders at the different levels. This aim will
be pursued through an emphasis on networking with NGOs and stakeholder entities
encompassing the local/regional/national dimensions (joint elaboration and implementation of
educational programmes delivered through Non Formal Education methods involving
different targets of the youth population) as well as the European sphere (European project
design, establishment of European networks of NGOs and stakeholders, offer of European
mobility opportunities to young people).
2.5. Kauno taikomosios dailes mokykla (Lithuania)
Kaunas Applied Art School is vocational secondary education school. At present, the school
employs 112 workers, of which there are 72 teachers, 2 social educator, 2 psychologists and 565
pupils of age 16 and more this year. Together with secondary education curriculum, we provide
vocation training in areas like making fine, metal articles, making furniture, computer design
operating, visual advertising, interior design. Our school is situated in the middle of the
country, and Youth from all over the Lithuania come to study here, mostly from small towns.
These are usually pupils from poor families, who cannot get a higher education. The school
provides them with accommodation in a dormitory.
The school created, nurtured and protected various traditions. Students and teachers organize
different art exhibitions, professional and creative projects presentations, interesting students'
theses of the exhibition. Kaunas applied art school’s teachers train the students' entrepreneurial
spirit and creativity, enables students to freely express their thoughts, create and improvise,
and this is best done during the workshops.
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3. Evaluation Grid for Good practices
Part A
The Good practice must reach at least 6 of the indicators in order to be further qualitatively assessed
in the second evaluation form.
Tick Yes / No
FORMAL REQUIREMENTS YES NO
Target audience is mentioned
Detailed description of the practice: enough details to

understand the practice/tool/method and to repeat it
Participants and organizations involved are mentioned
Does the aim of good practice fit the aim of “Step by Step”
project?
DIDACTIC QUALITY YES NO
The learning goals are clear
The approach is suitable for SLI and SDL students
Work-Based Learning (WBL) methods have been used
Accessibility: is it easy to use this good practice? Or special

environments or tools (etc.) are needed to implement it?
DISSEMINATION AND IMPACT YES NO
Transferability: can the results be generalized beyond the specific

context? Is the good practice transferable to different levels?
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Sustainability: the practice consists of measures that lead to lasting
changes in the long term and secure financially sustain the project for the
future.
Effectiveness: Has the practice provided results? In this case the support
of social inclusion and motivation of SLI and SLD learners by means of
WBL interconnected activities
Impact: Have some kind of assessment methods been used in order to

measure the impact of the good practice, like evaluation grid, interviews,
questionnaires, etc.?
TOTAL SCORE: /12
PART B
Qualitative Assessment – just to be filled if the practice reached half the
indicators in section A. The following Part 1 will not be evaluated
Part I. General information

1. Name of the organization
2.Name of the good

practice
3.Geographical coverage of ● Local

the method – for which ● Regional
audiences can be used it? ● National
● International
4. Which kind of institutions ● Educational Institutions

perform the practice? ● Private sector (enterprises,
organizations, etc.)
● Public Sector
5. Which age range do the ● 18-25

participants belong to? ● 25-30
● 30-40
● Over 40
6. What kind of WBL ● Apprenticeship/Internship/Mentorship
experience has been ● Job Shadowing
used? (more than one ● Business/industry field trip
option can be selected) ● Entrepreneurial experience
● Cooperative education
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● School-based enterprise
● Service learning
● Other…
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Evaluation Guidelines for Part II:
POINTS SYSTEM
* Award from 0 to 4 points, use the following parameters for the evaluation:
4 points - the answer is comprehensive, long and qualitative, the content has a
special meaning for the learning pathway.
3 points - the answer contains a lot of important information for the learning
pathway, but you cannot say it is comprehensive.
2 points - the answer is sufficient but without special meaning for the learning
pathway.
1 point - the answer describes a few aspects which are connected with the
learning pathway, but not enough to give more points.
0 point - the answer does not give any response to this question or show any
aspect of learning pathways.
** Award: Very – 4 points, Quite – 3, Just so – 2, Not really – 1, Not at all – 0.
*** Award: a) - 4 points; b) - 2 points; c) - 0 points.
**** Award from 5 to 0 points, each answer (a, b, c, d, e or bullet points) can receive 1 point
The practice will be considered “best practice” for the purpose of STEP BY STEP project if
it reaches at least 30 points
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Part II. Core information Points
1. How would you describe 4) Very involved **
the students’ involvement? 3) Quite involved
2) Just so
1) Not really involved
0) Not involved at all
2. Which aspects make this *
good practice engaging?
3. How strong does the good 4) Very **

practice motivate 3) Quite
participants for further 2) Just so
learning? 1) Not really
0) Not at all
4. Which main *
tools/methods/mediums
have been used in this
practice?
5. How easily can the a) Easily transferable ***

practice be transferred to b) Transferable but with some adjustments
other settings/target c) Hardly transferable
groups?
6. In which way does the a) Participation in society ****
good practice have impact
on the participants
b) Living active life
regarding following
aspects?:
c) Motivation
d) Empowerment
e) Other
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7. How innovative is the 4) Very **
good practice? 3) Quite
2) Just so
1) Not really
0) Not at all
8. What makes the good *
practice innovative?
9. SWOT Analysis Strengths *
Weaknesses *
Opportunities *
Threats *
Sum of all points
Place for notices and observed problems & aspects
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DISCLAIMER
The European Commission's support for the production of this publication does not
constitute an endorsement of the contents, which reflect the views only of the authors, and
the Commission cannot be held responsible for any use which may be made of the
information contained therein.
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4. Best Practices For Italy
4.1. DYSPRAXIATHECA
Name:
Project Title DYSPRAXIATHECA, Digital library for
dyspraxic education
When: Start: 1-10-2016- end 31.12.2018

When the practice / project was
implemented
Where: All the partners countries: (France,
Where the practice /project was held Greece, Italy, Portugal, Belgium)
(city, country)
Who: Les Apprimeurs
Name of the Coordinating Entity 4, rue des Anglais
75005
Paris
Île de France
http://www.lesapprimeurs.com
in partnership with
SCS LogoPsyCom- Belgium
FONDAZIONE HALLGARTEN-
FRANCHETTI- CENTRO STUDI VILLA
MONTESCA- Italy
EDULOG- France
DIEYFTHYNSI DEYTEROVATHMIAS
EKPAIDEYSIS N. KARDITSAS- Greeece
MUNICIPIO DE LOUSADA- Portugal
Beneficiaries: Focus on pupils between 6 to 15 years old

Which target group was involved and their responsible teachers
and how many people were reached
Description: Dyspraxia is a hidden handicap that
Summary of the practice / project affects around 6% of European students.
It impacts on 4 major activities in schools:
reading, writing, arithmetic and
organization.
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The general awareness of public
authorities and educative world is getting
better since few years but access to
adapted resources, interoperable and
connected to the scholarship curriculum,
is still a critical need for the concerned
individuals.
For this reason, 6 public and private

organizations from five different
European countries (France, Greece, Italy,
Portugal, Belgium) gathered to create the
first European platform with educational
material for Dyspraxic students.
DYSPRAXIATHECA intends to bring
practical solutions and tools for pupils,
teachers and relatives to enhance the rate
of success of the dyspraxic pupils and, in
a long-term view, enhancing their access
and integration to higher education and
labor market, and therefore, boost their
self-development.
Objectives: Raise awareness of the situation of

General and Specific Objectives Project dyspraxic students within the school.
Through the tools developed during the

program and made available on the
platform, will contribute to a better
understanding of dyspraxia and how to
support it for parents and professionals.
Innovation: All these resources and the outcomes of

Specific Characterisation of the Project the cooperation of special educators,
specialists in learning difficulties and
experts in new technologies and can be at
anyone’s disposal solely by registering
for free in the user friendly platform
Dyspraxiatheca selecting the language of
their preference.
The tool developed during the program
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for converting PDF or Word documents
into adapted and accessible EPUB is kept
available for any individuals /
organisations willing to add additional
ebooks, upon request and after the
signature of the project’s charter.
Results achieved: • 50 Model lessons, on various subjects

Describe the quantitative and qualitative of both primary and secondary level
results achieved • 50 Pedagogical Sheets with guidelines
to parents and teachers to improve the
schooling of dyspraxic pupils
• A database of more than 100
interactive exercises in writing, reading,
organization and calculus
• A library of more than 500 classics
with a layout adapted to dyspraxic
disorders containing literature extracts
and whole books which are included in
the National Curriculum of both levels of
Education (Primary and Secondary).
In quantifiable results, Dyspraxiatheca

has reached at least 38,375 people directly
in two years (more than 3000 users
registered on the platform, 375 people
gathered at dissemination events, more
than 15,000 people reached by Facebook,
more than 20,000 European professionals
contacted by newsletter...). The resources
of the project have been already
downloaded more than 17,000 times.
Participation in fairs and press articles
(more than 20) have made it possible to
extend these impacts.
In terms of intangible results, this project

has raised awareness of dyspraxia within
the partnership itself. Participants
discovered the use of new digital tools in
their professional practice.
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Dyspraxiatheca was also an opportunity
to experiment with new teaching
methods and the adaptation of
documents in a school setting.
Financing: Project Reference: 2016-1-FR01-KA201-

Budget and Program 024253
which financed the project EU Grant: 287930 EUR
Key Action: Cooperation for innovation and
the exchange of good practices
Action Type: Strategic Partnerships for
school education
Stakeholders of the project Dyspraxiatheca gathered 25 external

contributors.Their contribution has been
in the production of content, its
evaluation and dissemination. They also
contribute to the sustainability and
dissemination of the project after
European funding.
Each organization actively

communicated in these networks by
targeting mainly professionals in the
educational (teachers) and paramedical
(speech-language pathologist) fields,
relays such as libraries and publishers.
Website: http://www.dyspraxiatheca.eu
Link of the project
Picture:
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4.2. EU Specific Learning Disabilities (Sp.L.D.) Policy and Roadmap and Sp.L.D. Teacher
& Adult Learner Training
Name:
EU Specific Learning Disabilities (Sp.L.D.)
Project Title
Policy and Roadmap and Sp.L.D. Teacher &
Adult Learner Training
When: Start: 1-10-2016 End- 31-12-2018
When the practice / project was implemented
Where: In partners country
Where the practice /project was held
(city, country)
Who: Lancashire Centre for Specific Learning

Difficulties
Name of the Coordinating Entity 28-30 North Promenade
FY8 2NQ
Lytham St annes
Lancashire
http://www.redroseschool.co.uk
Beneficiaries: Teachers, adult learners
Which target group was involved
Description: The Project follows on from a Grundtvig

Project completed in 2013 (Specific Learning
Summary of the practice / project
Disabilities [Sp.L.D.] Roadmap for teacher
and adult learner training) which established
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that Sp.L.D. consists of 7 learning disabilities,
co-existing to varying degrees which, due to
the same underlying information processing
deficiencies, will require similar pedagogical
approaches.
In the majority of EU nations, co-existence of

such disabilities is neither accepted nor
diagnosed. Therefore, there is little or no
training for adults, teachers nor support for
children/students. Unidentified, Sp.L.D.
results in low self esteem, high stress,
atypical behaviour, mental health problems,
low achievement and early school leaving.
This can also lead to violence in school and
later anti-social behaviour within
communities. In the worst case it can lead to
criminal acts and imprisonment. The reverse
is also true where children and young
persons, having had on-going support for
their Sp.L.D., go on to higher education and
become valuable citizens. Using Eurostat
population data, in 2010 there were between
17 to 46 Million persons, between the ages of
3 to 25, in the EU-27 with Sp.L.D. For such
numbers to remain unidentified and, as a
consequence unsupported, is a massive lost
generation that the EU cannot afford to lose
in today’s global market.
There were 9 EU Partners from the Estonia

(Tallin University); Germany (Institut fuer
systemisch-integrative Lerntherapie,
Leipzig); Greece (Hellenic Dyslexia
Association); Italy (Istituto d'Istruzione
Superiore "F.S. Nitti"); Poland
(Stowarzyszenie Przyjaciół i Wychowanków
Zespołu Szkół); Romania (Tibiscus
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University from Timisoara, Faculty of
Psychology); Slovenia (University of
Ljubljana) ; Turkey (Egitim Uretim ve Sanat
Dernegi) and United Kingdom (Lancashire
Centre for Specific Learning
Objectives: - Determine National Policies, understanding

and defnitions and their co-existence at
General and Specific Objectives Project
Academic Institute and Schools levels
- Develop dissemination Information

documents/e-documents
- Determine potential 'socio/political' barriers

to their acceptance and co-existence,
including National inclusive education and
legal frameworks
- Determine National pedagogical and

teacher/adult learner training approaches
including both academic/theoretical and
practical training
- Produce an EU Sp.L.D. Policy, Definitions

and Teacher/Adult Learner Training Policy
Document
- Disseminate a recommended EU Sp.L.D.

Policy and Roadmap to the ET2020
Committee
- Develop & Evaluate Sp.L.D. Teacher &

Adult Learner Training Courses
- Develop Sp.L.D. e-training platform
- Implement Sp.L.D. e-training Courses
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Innovation: Produce an EU Sp.L.D. Policy and Roadmap
and create an effective and consistent
Specific Characterisation of the Project
European Sp.L.D. Adult Learner & Teacher e-
Training Programme which would finally
address the major problems with
unidentified and, as a consequence,
unsupported Sp.L.D.
Results achieved: Two Conferences:

1. Dissemninate EU Sp.L.D. Policy,
Describe the quantitative and qualitative
Definitions and Teacher/Adult Learner
results achieved
Training Policy Document;
2. Disseminate EU Sp.L.D. Policy and Sp.L.D.
Interactive e-Training Courses.
Teacher Training created will enable all

participants, participating organisations,
target groups and relevent stakeholders to
both identify Sp.L.D. and support students
and adults with Sp.L.D. in both schools,
tertiary education and related NGOs.
It is clearly recognised that although the EU
cannot force its member nations to
implement its recommended Sp.L.D. policy
changes, the socio-political impact awareness
that this project will generate at regional,
national and European levels will be such
that they will not be able to retain the status-
quo of permitting unidentified and
unsupported Sp.L.D. Moroever, even if only
a minority of member nations accept and
implement the project recommendations,
countless numbers of EU citizens will have
their lives changed for the positive -
transformed from their perspective of feeling
rejected and useless to having their true
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potential as valuable citizens realized. This
reaches into to the very heart of vision of
ET2020
It is very important to note that the
valorization impact such a development of e-
training could have using Open edX - it is
highly likely that this will be one of the first
developments in the EU and, as such, its
impact across the whole of the EU for e-
Training cannot be overestimated.
Financing: Project Reference: 2014-1-UK01-KA200-

001652
Budget and Program EU Grant: 245974.11 EUR
Programme: Erasmus+
which financed the project
Key Action: Cooperation for innovation and
the exchange of good practices
Action Type: Strategic Partnerships
addressing more than one field
Stakeholders of the project NGOs, schools from the partner countries
Website: http://euspld.com
Link of the project
Picture:
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4.3. Dys-Team, Dys-Play & Dys-Cuss
Name:
Dys-Team, Dys-Play & Dys-Cuss
Project Title
When: Start: 1-08-2017 End-31-08-2018

implemented
Where: Malta and Italy
(city, country)
Who: Dyslexic Teens Dialogue

c/o 3/8 Scicluna Str.,
Name of the Coordinating Entity STJ 1035
St Julian's
Malta
http://www.dyslexicteensdialogue.com.mt
Organisation type: Group of young people
active in youth work
Beneficiaries: 24 youths with dyslexia, aged between 16 and

25.The youths come from the Puglia region in
Italy and from Malta.
Description: This project aims to improve the skills,

visibility and voice of youths with dyslexia. It
arose out of the need of participating youths to
be better-equipped with skills to help them
succeed in life, their careers, and their
education. The project is therefore two-fold. On
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the one hand it seeks to provide the
opportunity for two groups of youths with
dyslexia, one in Malta and one in Italy, to
improve their leadership skills, project
management, communication, public
speaking, language and ICT skills, creative
abilities and sports amongst others, in order to
have better chances in life, their careers, and
their social commitments. On the other hand, it
seeks to actively engage professionals and in
particular employers to take decisions that
ensure fair and equal opportunity and
possibilities for success for young people with
dyslexia and other learning difficulties.
Objectives: The objectives of this project are to provide the

space to develop skills and better strategies and
suggestions through inter-cultural dialogue
and the sharing of skills, peer learning and
experiences.
Understanding the perspective and ideas of

other youths in other countries is considered
important, and will be the basis of all the
activities in this youth exchange.
The activities organized include; inter-cultural

learning activities, self-expression and story-
telling workshops, role-plays and debate,
reflection on past activities and planning for
future advocacy programmes and
employment, creativity and sports, production
of a leaflet about this youth exchange outcomes
which will be uploaded on the Dyslexic Teens
Dialogue (DTD) website and ways to interact
and work with youths with dyslexia.
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Innovation: For some of the youth this was their first
experience of youth exchange and first
experience abroad.
It can report numerous long term benefits of

this project, particularly in the field of
developing skill sets, team work, informal
learning through conversations, networking
and contacts made which could prove useful to
the participants in the future
Results achieved: As a result of this exchange the youth have

emerged with enhanced confidence in
themselves, self awareness of strengths and
results achieved
talents, further skills additional to the ones
mentioned above as they have received
training in English and Italian languages and
in addition know how to better tackle new
situations regarding further educational
opportunities and how to approach the job
market through training received in the
workshops in Malta and Italy. These
workshops presented the subjects of
entrepreneurship (roles within the enterprises
and competencies required for each role), CV
building using the Europass CV on line
template, interview skills and awareness of
own strengths which could be applied in the
next step of their lives. Additionally they have
been exposed to other cultures and other ways
of thinking and being.
As for the cultural experiences within the

project and in addition to their engagement as
Malta/Italy group, this was further enhanced
during the workshops in San Anton through
the participation of OYA, a JAYE (Junior
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Achievement Young Enterprise) company
which exposed the young people to culture
and ideas from a different culture as the
students representing OYA were Libyan
students who are studying in Malta. Their
participation opened a new debate with the
Maltese and Italian participants who shared
and debated ideas and points of view in the
spare time during the break during the
workshops and the debate continued between
us during the evaluation held in the evening.
Financing: Project Reference: 2017-2-MT01-KA105-026991

EU Grant: 34898.92 EUR
Budget and Program Programme: Erasmus+
which financed the project Key Action: Learning Mobility of Individuals

Action Type: Youth mobility
Stakeholders of the project OYA, a JAYE (Junior Achievement Young
Enterprise)
Website: http://www.facebook.com/DTDMalta/
Link of the project
Picture:
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4.4. Dyslexia Teens' Dialogue
Name:
Dyslexia Teens' Dialogue
Project Title
When: Start -1-08-2014-End-31-12-2015
Where: Italy and Malta
(city, country)
Who: Dyslexic Teens Dialogue

c/o 3/8 Scicluna Str.,
Name of the Coordinating Entity St Julian's
Malta
Beneficiaries: 22 youths with dyslexia, aged between 15 and
20. The youths come from Italy and from
Malta.
Description: This project aims to improve the skills,

visibility and voice of youths with dyslexia. It
arose out of the need of participating youths
to be better-equipped with skills to help them
succeed in life, their careers, and their
education.
The project is therefore two-fold. On the one

hand it seeks to provide the opportunity for
two groups of youths with dyslexia, one in
Malta and one in Italy, to improve their
leadership skills, project management,
communication, public speaking, language
and ICT skills, artistic abilities and sports
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amongst others, in order to have better
chances in life, their careers, and their social
commitments. On the other hand, it seeks to
actively engage professionals, policy makers
and the public to make decisions that ensure
fair and equal opportunity and possibilities
for success for young people with dyslexia.
Objectives: The objectives of this project are to provide

the space to develop skills and better
strategies and suggestions through inter-
cultural dialogue. Understanding the
perspective and ideas of other youths in other
countries is considered important, and will be
the basis of all the activities in this youth
exchange.
The activities organized include; inter-

cultural learning activities, self-expression
and story-telling workshops, role-plays and
debate, reflection on past activities and
planning for future advocacy programmes,
theatre and sports.
Innovation: Production and translation of an information

booklet about dyslexia and ways to interact
and work with youths with dyslexia, as well
as an advocacy exhibition on social inclusion
and youth empowerment, to bring together
different people with an interest in dyslexia
Results achieved: Youths participating in exchange, emerged

with improved effective communication
skills, improved abilities to listen and
results achieved
understand various roles and perspectives
within the dyslexia debate, and improved
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techniques to make good suggestions for self-
advocacy.
In the long-term, the experience helped the

youth succeed in life, work, and in their social
commitments, using the soft-skills gained,
and improved artistic and sports abilities. In
the long-term, the experience also helped the
youth from the exchange to learn new ways of
promoting and leading campaigns to create
environments that provide fairer and more
equal opportunities to all disadvantaged
groups in society.
Financing: Project Reference: 2014-2-MT01-KA105-

000293
Budget and Program EU Grant: 14724 EUR
Programme: Erasmus+
which financed the project
Key Action: Learning Mobility of Individuals
Stakeholders of the project Gruppo giovani dislessici-Italy
Website: https://www.csenfirenze.it/dyslexic-teens-
dialogue/
Link of the project
Picture:
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4.5. Zooming out diversity
Name:
Project Title
Zooming out diversity
When: Start- 1-08-2015- End-31-03-2016

Where: Italy, France
(city, country)
Who: ASS A RUOTA LIBERA ONLUS
Name of the Coordinating Entity via SM Goretti
00048
Nettuno
Lazio
Beneficiaries: 1 french volunteer, italian youth with different

Which target group was involved disabilities
Description: Zooming out diversity was a voluntary service
Summary of the practice / project project, that finance the hosting of a French 23
years old girl in the city of Nettuno, Italy for 4
months, from the 15th of October 2015 to the
13rd of February 2016- Partnership between
two organization Pistes Solidaires
Mediterranee and A Ruota Libera Onlus.
The activity took place in the hosting

organization A Ruota Libera Onlus, and the
volunteer was involved loan is service in the
Social Farm Asino chi Legge.
Asino chi Legge is a space of education and
experimentation of methodology to support the
development of autonomies for people with
different disabilities and facilitate inclusion.
The project lead in the farm are related to
develop process of empowerment for youth
with disability and less opportunities.
23
The volunteer was involved in the service from
Monday to Friday for 33 hours per week
included of 2 hours of Italian language course.
The project was base of learning by doing
methodology and the establishment of a
learning agreement structured in long term
goals and short term goals that supported the
volunteer to drive her learning starting from
her wills.
Objectives: - support the self independence, development
General and Specific Objectives Project of self esteem and self-confidence of the
volunteer
- promote voluntary service in the local area of
Anzio e Nettuno;
- strengthen local and international partnership
around Erasmus projects for youth
Innovation: Asino chi Legge is a space of education and
Specific Characterisation of the Project experimentation of methodology to support the
development of autonomies for people with
different disabilities and facilitate inclusion.
The project lead in the farm are related to
develop process of empowerment for youth
with disability and less opportunities.
Results achieved: Thanks to this project we reach several impact:
Describe the quantitative and qualitative results - we support the self independence,
achieved development of self esteem and self-confidence
of the volunteer that in her first time abroad
lived different challenges related with adapting
new context, new point of reference, new
culture.
- promote voluntary service in the local area of
Anzio e Nettuno creating moment of sharing an
exchange for the volunteer in order she could
exploit her experience and other peer could get
to know European voluntary service
opportunities;
- strengthen local and international partnership
around Erasmus projects for youth
- improve our capability to support volunteer in
their learning experience
Financing: Project Reference: 2015-2-IT03-KA105-005875
Budget and Program EU Grant: 3176.66 EUR
24
which financed the project Program: Erasmus+
Key Action: Learning Mobility of Individuals
Stakeholders of the project French NGO- Pistes Solidaires Méditerranée
Website: https://www.aruotaliberaonlus.org/
Link of the project
Picture:
25
5. Evaluation Grid for Each Practice
5.1. Dys-Team, Dys-Play & Dys-Cuss

Part A

x
Detailed description of the practice: enough details to understand the x

practice/tool/method and to repeat it
Participants and organizations involved are mentioned x
Does the aim of good practice fit the aim of “Step by Step” project? x
The learning goals are clear x
The approach is suitable for SLI and SDL students x
x
Accessibility: is it easy to use this good practice? Or special x

Transferability: can the results be generalized beyond the specific x

Sustainability: the practice consists of measures that lead to lasting x
future.
26
Effectiveness: Has the practice provided results? In this case the support x
Impact: Have some kind of assessment methods been used in order to x

TOTAL SCORE: 9 /12
PART B

1. Name of the organization Associazione Culturale Pitagora
2.Name of the good Dys-Team, Dys-Play & Dys-Cuss

practice

● International

● Public Sector

● 30-40
● Over 40
● Other…
27
1. How would you describe 4) Very involved ****
2) Just so
2. Which aspects make this Participation of youths in different workshops, **
good practice engaging? such as: inter-cultural learning activities, self-
expression and story-telling workshops, etc.
3. How strong does the good 4) Very ****

0) Not at all
4. Which main Non-formal education methodologies *
tools/methods/mediums (workshops) were used.
practice?
5. How easily can the a) Easily transferable ****

other settings/target groups? c) Hardly transferable
6. In which way does the a) Participation in society 1 ***

good practice have impact b) Living active life 1
on the participants
c) Motivation 1
regarding following
aspects?: d) Empowerment 1
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good Involvement of people who have never *
practice innovative? participated in a youth exchange opportunity,

The youths have emerged with enhanced
confidence in themselves, self-awareness of
strengths and talents.
28
Weaknesses *
Difficult to assess.
Opportunities *
The subjects of entrepreneurship (roles within the
enterprises and competencies required for each
role), CV building using the Europass CV online
template, interview skills and awareness of own
strengths presented in the workshops which can
be applied in the next step of the participants’
lives.
Threats *
Sum of all points 25
29
5.2. Dyslexia teen dialogue
Part A

x

x
Accessibility: is it easy to use this good practice? Or special environments x

or tools (etc.) are needed to implement it?

Sustainability: the practice consists of measures that lead to lasting changes x
in the long term and secure financially sustain the project for the future.

TOTAL SCORE: 9 /12
30
PART B

2.Name of the good Dyslexia teen dialogue

practice

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
2. Which aspects make this Participation of youths in different workshops, **
good practice engaging? such as: inter-cultural learning activities, self-
expression and story-telling workshops, etc.
31
0) Not at all
4. Which main Inter-cultural learning activities, self- *
tools/methods/mediums expression and story-telling workshops, role-
plays and debate, reflection on past activities
practice?
and planning for future advocacy programmes,
theatre and sports.
groups?
6. In which way does the a) Participation in society 1 ***
on the participants
c) Motivation 1
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good Production and translation of an information **
practice innovative? booklet about dyslexia and ways to interact and
work with youths with dyslexia.
The youths emerged with improved effective
communication skills, improved abilities to listen
and understand various roles and perspectives
within the dyslexia debate, and improved
techniques to make good suggestions for self-
advocacy
Weaknesses *
Opportunities *
The experience also helped the youth from the
exchange to learn new ways of promoting and
32
leading campaigns to create environments that
provide fairer and more equal opportunities to all
disadvantaged groups in society
Threats *
33
5.3. Zooming out diversity
Part A

x

x


future.

TOTAL SCORE: 9 /12
34
PART B

2.Name of the good

practice Zooming out diversity

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
35
2. Which aspects make this The project was a voluntary service project, for 4 ***
good practice engaging? months to develop process of empowerment for
youth with disability

0) Not at all
4. Which main Job shadowing *
practice?

groups?
6. In which way does the a) Participation in society 1 ****
on the participants
c) Motivation 1
regarding following
e) Other
7. How innovative is the 4) Very ***
2) Just so
1) Not really
0) Not at all
8. What makes the good 1 volunteer involved in a service project, to **
practice innovative? support the development of autonomies for
people with different disabilities and facilitate
inclusion.
Self-independence, development of self-esteem
and self-confidence of the volunteer, promotion
of the voluntary service in the local area and
strengthen local and international partnership.
Weaknesses *
Difficult to mention
36
Opportunities **
Gain self-independence, development of self-
esteem and self-confidence. Promote voluntary
service, strengthen partnership and increase
capability of supporting volunteers.
Threats *
Difficult to mention
37
5.4. Special needs and inclusive education, the Italian experience of overcoming
segregation
Part A

x

x


future.

TOTAL SCORE: 9 /12
38
PART B

1. Name of the Associazione Culturale Pitagora
organization
2.Name of the good
Special needs and inclusive education, the
practice
Italian experience of overcoming segregation
3.Geographical coverage ● Local
of the method – for ● Regional
which audiences can be ● National
used it? ● International
4. Which kind of ● Educational Institutions

institutions perform the ● Private sector
practice? (enterprises,
● Public Sector
5. Which age range do ● 18-25
the participants belong ● 25-30
to? ● 30-40
● Over 40
option can be ● Entrepreneurial experience
selected) ● Cooperative education
● Other…

2) Just so
39
2. Which aspects make this Participation in this project includes hands-on ***
good practice engaging? approach that comprises real-job examples, case
studies examination and simulations.
3. How strong does the 4) Very ****

good practice motivate 3) Quite
0) Not at all
4. Which main The standard methodology is highly practical **
tools/methods/mediums and participative with hands-on approach that
comprises real-job examples, case studies
practice?
examination and simulations.
groups?
on the participants
c) Motivation 1
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good The focus is on learning outside the classroom in **
practice innovative? a cooperative and international environment. The
pedagogical methods that they use, are based
upon experiential training, learning-by-doing
and best practices’ exchange.
9. SWOT Analysis Strengths **
This training course is aimed at getting to know
strategies, methodologies and tools to include all
students in education and at learning how
inclusive education works in Italy and how
overcoming segregation of students with special
needs is indeed possible.
40
Weaknesses *
The project is addressed only to specialized staff.
Opportunities **
Participants will get to know and analyze the
Italian model discussing strategies and
approaches to fight the segregation of students
with special needs and include them in the
mainstream education. They will also gain
practical working methods and tools to work in
the future with this category of students.
Threats *
41
5.5. DSA: lavoro, orientamento, tutela, ricerca
Part A

x

x


future.

TOTAL SCORE: 9 /12
42
PART B

2.Name of the good DSA: lavoro, orientamento, tutela, ricerca

practice

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
2. Which aspects make this The training course is divided in 8 different ***
good practice engaging? learning modules: course for "career counselors”,
course for "company consultants on LSDs",
course for workers and aspiring workers with
LSD, an awareness-raising course targeting
43
companies, course for job placement and career
guidance figures, training course on LSD and
inclusive teaching targeting university teachers, a
training course for secondary school teachers, a
course for college students with LSD.
0) Not at all
4. Which main E-learning courses; tutorials and Apps. **
practice?
groups?
on the participants
c) Motivation 1
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good The participation in the same project of different ***
practice innovative? entities: companies; education providers; job
placement counselors and people suffering from
LSD.
9. SWOT Analysis Strengths ***
Different groups of workers participated in the
same project and it included 8 learning modules,
each aimed at every category of entities involved.
Weaknesses *
44
Opportunities **
People from several different work categories had
the change to learn and familiarize about LSD and
integration of LSD suffering people in the work
market, educational systems and daily life.
Threats *
45
6. Best Practices for Germany
6.1. JUNGE AKTIVE - Vorbilder mit Legasthenie und Dyskalkulie
Name of the Partner: NGO Nest Berlin
JUNGE AKTIVE - Vorbilder mit Legasthenie und Dyskalkulie

Project Title
When: Since around 2015.

When the practice / projectwas
implemented
Where: Berlin, Germany
Where the practice /projectwas
held (city, country)
Who: Bundesverband Legasthenie & Dyskalkulie (Federal Association for
Name of the Coordinating Dyslexia & Dyscalculia)
Entity
Beneficiaries: Target Young people with dyslexia or dyscalculia, ages 15-18
group(s) involved, age group
and approximate
number of people reached
Description: Twice a year, in addition to our multi-day workshops, they hold a
Summary of the practice/ meeting to get to know each other.
project with detailed It's about getting to know the group and making new contacts with
information other people affected. This offer is aimed at people who have not yet
been to a workshop lasting several days.
The project “Vorbilder mit Legasthenie und Dyskalkulie ''

(Role-models with dyslexia and dyscalculia) is a collection of video
materials aimed at young people.
With these films they want to present people who are also successful
with their dyslexia and / or dyscalculia and are therefore role
models.
Methodology: Workshops and Video Materials
WBL methods and/or other
methods that have been used
Objectives: Community building

General and Specific Success stories of people affected by dyslexia as a confidence boost
Objectives, Learning goals for the younger people with the same or similar conditions.
included
46
Innovation: N/A
Innovative elements of the
practice/project
Results achieved: N/A
Quantitative and qualitative
results achieved
Financing: BVL is a state funded organization, also accepting donations and is
Program which financedthe supported by state insurance companies.
project
https://www.bvl-legasthenie.de/junge-aktive/ja-aktivitaeten.html#me
Website ntoring
47
6.2. “EDysGate - Stärke Deine Sinne!” as part of LLL – Grundvig
Project Title “EDysGate - Stärke Deine Sinne!” as part of LLL -

Grundvig
When: 2007-2013
When the practice / project
was implemented
Where: Austria (Vienna, Prottes)
Where the practice /project
was held (city, country)
Who: E-Learning Concepts Rietsch KEG
Name of the Coordinating
Entity
Beneficiaries: Target Young adults, Trainers
group(s) involved, age group
and approximatenumber of
people reached
Description: A motivating, interactive learning environment was developed
Summary of the practice/ to train sensory perception for young dyslexic adults. The
project with detailed exercises arebased on strong visualization, i.e. little language is
information used. The training materials can be accessed from the project
portal at any timeand from any location and are therefore
easily accessible. Trainers
can improve their offers qualitatively by implementing the
exercisesin their individual offers. As well, motivating and
stimulating learning games are created, which primarily
address skills directly
and indirectly that are important for the vocational training of
dyslexic young people. The educational games can be played
by young adults across Europe as they are not based on the
principles ofany particular language. They have been
developed in close
collaboration with those affected.
Methodology: Trainings, interactive educational games, valorisation
WBL methods and/or other conferences
Objectives: Creating an interactive learning methods for young

General and Specific adults withdyslexia
Objectives, Learning goals
included
48
Innovation: The methods and materials developed particularly for
Innovative elements of the dyslexicadults
practice/project
Results achieved: Over 100 interactive learning games for training seven
Quantitative and qualitative areas ofperception
results achieved Guide for trainers in English, German, Danish, Spanish,
Bulgarian
Valorisation conferences
Financing: EU financed LLL - Grundvig
Program which financedthe
project
https://erwachsenenbildung.at/service/foerderungen/eu_foerd
Website erungen/grundtvig.php
49
6.3. European Dyslexia Association (EDA) - Youth Camp 2015 Germany
European Dyslexia Association (EDA) - Youth Camp 2015

Project Title Germany
When: July 2015

implemented
Where:
Würzburg, Germany
Who: EDA - European Dyslexia Association
Entity
Beneficiaries: Target Youth participants from Germany, Spain, Great Britain, Turkey and
group(s) involved, age group Switzerland.
and approximate number of Around 10 young people with dyslexia. Ages 18-28.
people reached
Description: This youth camp intends to provide the context for European
Summary of the practice/ Youth (from all over Europe) with Dyslexia to come together. They
project with detailed want to again give youth the possibility to improve their
information knowledge of English and give them confidence in communicating
in English. Youth will have the opportunity toshare their
experiences in a supportive setting and get the chance to make
international friends. One of the yearly campstook place in
Würzburg, Germany in summer of 2015.
Methodology: Workshops in English
Objectives: The participants have the opportunity to participate in different

General and Specific workshops. The theme of these workshops will be building our
Objectives, Learning goals self-confidence and self-esteem.
included
Innovation: Trans-national element.

practice/project
Results achieved: Collection of stories of participants' experiences expressing how the
Quantitative and qualitative camp helped them gain more confidence and taught them new
results achieved techniques that would help them with studying, in the workshops.
It also had a big social aspect and lead to community development.
50
Financing: Not clear from the project's website.
Program which financedthe But the organization itself is non for profit.
project
https://eda-info.eu/events/european-youth-project/youthcamp-2015/
Website
Pictures:
51
6.4. EU Specific Learning Disabilities (Sp.L.D.) Policy and Roadmap and Sp.L.D.
Teacher & Adult Learner Training
EU Specific Learning Disabilities (Sp.L.D.) Policy and Roadmap

Project Title and Sp.L.D. Teacher & Adult Learner Training
When:
When the practice / projectwas 01.09.2014 - 31.08.2017
implemented
Where: Internationally (DE, ENG, EST, SLO, TR, IT, POL, RO, GR)
Who: Lancashire Centre for Specific Learning Difficulties
Entity
Beneficiaries: Adults, young adults, trainers, teacher, people with Sp.L.D. and
Target group(s) involved, age related to them
group and approximatenumber
of people reached
Description: Production and dissemination of EU Sp.L.D. Policy and Roadmap
Summary of the practice/ and create an effective and consistent European Sp.L.D. Adult
project with detailed Learner & Teacher e-Training Programme which would finally
information address the major problems with unidentified and, as a
consequence,unsupported Sp.L.D. Development, evaluation Sp.L.D.
Teacher &
Adult Learner Training Courses. Creating and implementing Sp.L.D.
e-training platform.
Methodology: Toolkit, training platform, conferences, workshops
Objectives: Outline the overarching principles

General and Specific Improving outcomes – high aspirations and expectations for children
Objectives, Learning goals with SEN
included Identifying SEN in schools
SEN Support – Graduated/Staged Intervention
Define Sp.L.D.
Explain Comorbidity (co-existence) of Learning Disabilities
Place Sp.L.D. within the EU Education and Training (ET2020)
framework and the EU Policy – Persons with disabilities
Determine the prevalence of Sp.L.D. in the EU
Explain why the EU should be interested in Sp.L.D.
52
Innovation: N/A
practice/project
Results achieved: Sp.L.D training programme, Toolkit, EU Sp.L.D. Policy and
Quantitative and qualitative Roadmap
results achieved
Financing: Erasmus+ KA2
project
https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project
Website -details/#project/2014-1-UK01-KA200-001652
https://euspld.com/
53
6.5. Research Paper - Exercises for German-Speaking Children with Dyslexia
Research Paper - Exercises for German-Speaking Childrenwith

Project Title Dyslexia
When: 2015
implemented
Where: Emden, Germany
Who: Hochschule Emden/Leer
Entity
Beneficiaries: Kids with dyslexia
Target group(s) involved, age
group and approximatenumber
of people reached
Description: In this paper they have presented a method for creating exercises in
Summary of the practice/ German to support the spelling of children with dyslexia. The
project with detailed exercises were created on the basis of the linguistic analyses of
information errors written by children with dyslexia (from 8 to 17 years old)
and can easily be transferred to other languages, because it relies on
little language-dependent resources.
Methodology: Computer-based method to design German reinforcement exercises
WBL methods and/or other for children with dyslexia.
methods that have been used iOS app: dyseggxia
Objectives: First, they analyzed statistically the features of the errors and created
General and Specific a set of linguistic patterns for designing the exercises. From which
Objectives, Learning goals they generated 2,500 exercises for German. The types of exercises
included were deﬁned according the kind of errors that are common:
•Insertion: A missing letter is shown and the child need to insert a

letter from a set of possibilities displayed on the screen, e.g.
*Geburstag, (Geburtstag, ‘birthday’).
•Omission: The child is given a word with an extra letter and is
asked to identify and remove it, e.g. *Abennd, (Abend, ‘evening’)
•Substitution: A word with a wrong letter is displayed and the user
isasked to identify and substitute the wrong letter by another letter
from a set of possibilities displayed on the screen, e.g. *Muntag,
54
(Montag, ‘monday’).
•Separation: A set of words, normally composed of a lexical word
and a small word
or/and functional word are displayed on screen without

spaces.Lexical words (e.g. Hund, ‘dog’) form the basic
elements of a language’s lexicon. They have a lexical meaning
which is less ambiguous than the grammatical meanings
expressed by
functional words e.g. zu, bei (‘at, by’). The user is asked to separate
the character chain into different words, e.g. *ausVersehen, (aus

Versehen, ‘by mistake’).
•Transposition: The child needs to rearrange the letters or the

syllables of a word, e.g. *Zugbürcke, (Zugbrücke, ‘drawbridge’).
Innovation: - Completely new exercises, created specifically for this app
Innovative elements of the - Accessibility because it is a free iOS app
practice/project
Results achieved: 1. The iOS app that can support children with dyslexia in
Quantitative and qualitative overcoming common mistakes when learning a language.
results achieved The methods are applicable to different languages as well.
2. Scientific publication
3. Base for further research
Financing: N/A
project
https://www.researchgate.net/publication/280527899_Exercises_for
Website _German-Speaking_Children_with_Dyslexia
55
56
7. Evaluation Grid for Each Practice Germany
7.1. JUNGE AKTIVE - Vorbilder mit Legasthenie und Dyskalkulie
Part A
x
Detailed description of the practice: enough details to understand x
the practice/tool/method and to repeat it
x

changes in the long term and secure financially sustain the project
for the future.
Effectiveness: Has the practice provided results? In this case the x
support of social inclusion and motivation of SLI and SLD learners by
means of WBL interconnected activities
57
measure the impact of the good practice, like evaluation grid,
interviews, questionnaires, etc.?
TOTAL SCORE:7/12
PART B
1. Name of the organization Bundesverband Legasthenie & Dyskalkulie (Federal

Association for Dyslexia & Dyscalculia)
2.Name of the good JUNGE AKTIVE - Vorbilder mit Legasthenie und Dyskalkulie
practice

● International
4. Which kind of ● Educational Institutions

institutions perform the ● Private sector (enterprises,
practice? organizations, etc.)
● Public Sector

● 25-30
● 30-40
● Over 40

used? (More than one ● Business/industry field trip
● Other…
58
1. How would you describe 4) Very involved **
the students’ involvement?
3) Quite involved
2) Just so
2. Which aspects make this Video materials about people who are also *
good practice engaging? successful with their dyslexia and / or
dyscalculia.
3. How strong does the 4) Very **

good practice motivate
3) Quite
participants for further
learning? 2) Just so
1) Not really
0) Not at all
4. Which main Workshops and Video Materials ***

practice?

practice be transferred to
b) Transferable but with some
other settings/target adjustments
groups?
c) Hardly transferable
6. In which way does the a) Participation in society ***

good practice have impact
b) Living active life
on the participants
regarding following c) Motivation
aspects?
d) Empowerment
e) Other
59
7. How innovative is the 4) Very *
good practice?
3) Quite
2) Just so
1) Not really
0) Not at all
8. What makes the good No innovative aspects were identified.

It can easily be implemented.
Weaknesses *
Not innovative.
Opportunities *
To make new contacts with other affected

people. Can enhance self empowerment.
Threats *
Total Sum 20
The amount of information provided is very little which could score higher in case of a better
understanding. However, target group is very challenging when it comes to age and
condition which elevate the score very much.
60
7.2. “EDysGate - Stärke Deine Sinne!” as part of LLL – Grundvig
Part A
Target audience is mentioned x

Detailed description of the practice: enough details to x
Does the aim of good practice fit the aim of “Step by Step” x
project?
x
Transferability: can the results be generalized beyond the x

specific context? Is the good practice transferable to different
levels?
Sustainability: the practice consists of measures that lead to x
lasting changes in the long term and secure financially sustain
the project for the future.
support of social inclusion and motivation of SLI and SLD
learners by means of WBL interconnected activities
Impact: Have some kind of assessment methods been used in order x

to measure the impact of the good practice, like evaluation grid,
TOTAL SCORE:10/12
61
PART B
1. Name of the organization E-Learning Concepts Rietsch KEG
2. Name of the good “EDysGate - Stärke Deine Sinne!”

practice
3. Geographical coverage of ● Local

● International

● Public Sector

● 30-40
● Over 40
● Other…
1. How would you describe 4) Very involved ***

2) Just so
2. Which aspects make this An interactive learning environment, learning **
good practice engaging? games were developed to train sensory
perception for young dyslexic adults.
3. How strong does the good 4) Very ***

practice motivate
62
participants for further 3) Quite
learning? 2) Just so
1) Not really
0) Not at all
4. Which main Trainings, interactive educational games, ***
tools/methods/mediums valorisation conferences.
practice?
5. How easily can the a) Easily transferable **

practice be transferred to b) Transferable but with some
other settings/target adjustments
groups? c) Hardly transferable

on the participants
c) Motivation 1
regarding following
e) Other

2) Just so
1) Not really
0) Not at all
8. What makes the good An interactive learning environment that was **
practice innovative? developed to train sensory perception.

The training materials can be accessed from the
project portal at any timeand from any location.
Motivating and stimulating learning games were
created.
Weaknesses **
Guide for trainers available in only a few
European languages
Opportunities **
Enhance the sensory perception and the
vocational training of dyslexic young people.
Threats *
63
Total Sum 29

The best practice engagement for different target groups could be more inclusive since the
project is trying to reach a specific target group but also the awareness about the difficulty
that this group is facing could be a good disseminated result for others to ensure better
awareness and better understanding.
64
7.3. European Dyslexia Association (EDA) - Youth Camp 2015 Germany
Part A

project?
Work-Based Learning (WBL) methods have been used x


levels?
for the future.

TOTAL SCORE: 6/12
65
66
PART B
1. Name of the organization EDA - European Dyslexia Association
2.Name of the good European Dyslexia Association (EDA) - Youth Camp 2015
practice Germany

● International
4. Which kind of institutions • Educational Institutions

perform the practice? • Private sector (enterprises,
• Public Sector

● 30-40
● Over 40
● Other

2) Just so
2. Which aspects make this This youth camp intends to give youth the ***
good practice engaging? possibility to improve their knowledge of English
and give them confidence in communicating in
English.
67
3. How strong does the good 4) Very **
0) Not at all
4. Which main Workshops in English. **
practice?

groups?
6. In which way does the a) Participation in society *****
good practice have impact b) Living active life
on the participants
c) Motivation
regarding following
aspects?: d) Empowerment
e) Other

2) Just so
1) Not really
0) Not at all
8. What makes the good Thematic workshops to build self-confidence and *
practice innovative? self-esteem.
Trans-national element.
Good level of engagement.
Weaknesses *
Difficult to assess..
Opportunities **
Improve English and increase confidence in
speaking English.
Threats *
Total Sum 28
68
The best practice is good level of engagement however it scratches the surface since it is a
youth camp which makes it very international environment but still needs to be deepened
into the topic and involve an innovative aspect to reach a higher score.
69
7.4. EU Specific Learning Disabilities (Sp.L.D.) Policy and Roadmapand Sp.L.D.
Teacher & Adult Learner Training
Part A

project?


levels?
for the future.
TOTAL SCORE:9/12
70
PART B
1. Name of the organization EU Specific Learning Disabilities (Sp.L.D.) Policy and

Roadmap and Sp.L.D. Teacher & Adult Learner Training
2.Name of the good Lancashire Centre for Specific Learning Difficulties
practice

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
71
2. Which aspects make this Creating an e-Training Programme which would ****
good practice engaging? finally address the major problems.

0) Not at all
4. Which main Toolkit, training platform, conferences, ****
tools/methods/mediums workshops
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other

2) Just so
1) Not really
0) Not at all
8. What makes the good No innovative aspects were identified.

The e-Training Programme which will address
major unindentified problems.
Weaknesses *
Opportunities ***
Creation of Sp.L.D. Policy and Roadmap and e-
Training Programme.
72
Threats **
Total Sum 34

It is a very well explained best practice and I believe they have done a very collective job
and very inclusive as well. As easily can be spotted that they try to raise awareness about a
topic through many target groups.
73
7.5. Research Paper - Exercises for German-Speaking Childrenwith Dyslexia
Part A

the practice/tool/method and to repeat it


for the future.
support of social inclusion and motivation of SLI and SLD learners by
means of WBL interconnected activities
TOTAL SCORE: 10/12
74
PART B
1. Name of the organization Hochschule Emden/Leer
2.Name of the good Research Paper - Exercises for German-Speaking Children

practice with Dyslexia

● International

● Public Sector
5. Which age range do the ● 8 – 17

● 25-30
● 30-40
● Over 40
● Other…

2) Just so
2. Which aspects make this Exercises and app created to assist and support ****
good practice engaging? the spelling of children with dyslexia.
75
0) Not at all
4. Which main Computer-based method to design German ***
tools/methods/mediums reinforcement exercises for children with
dyslexia.
practice?
iOS app: dyseggxia
groups?
6. In which way does the a) Participation in society **
on the participants
c) Motivation
regarding following
e) Other
7. How innovative is the 4) Very ****

2) Just so
1) Not really
0) Not at all
8. What makes the good - Completely new exercises, created ***
practice innovative? specifically for this app
- Accessibility because it is a free iOS app
The iOS app can support children in overcoming
common mistakes when learning a language.
Weaknesses **
Only iOS app.
Opportunities ***
Supports children in overcoming common
mistakes when learning a language.
Threats *
Difficult to assess
Total Sum 36
76
77
The main aspect as innovative part is using the technology in it since the students can be
shy or not very comfortable sharing or talking about their problems with each other but
providing the alternative made it very engaging and transferrable.
78
8. Best Practices for Greece
8.1. “WORK FOR EVERYONE”, INSTITUTION ACTIVE CITIZEN FUND
Name of the Partner: INSTITUTION OF PHYCOSOCIAL DEVELOPMENT (IPSA),

LARISSA, GREECE
Project Title “WORK FOR EVERYONE”, INSTITUTION ACTIVE
CITIZEN FUND
When:
When the practice / project 2014-2021
was implemented
Where:
Where the practice /project RETHYMNO CITY, CRETE, GREECE
Who: Active citizens fund program, with the Association of
Name of the Coordinating Parents, Guardians and Friends of People with Autism of
Entity
Rethymno and partners the IIEK Grant and the Norwegian
University OSLO MET and BODOSAKI FOUNDATION
Beneficiaries:
Target group(s) involved, Adults with autism , no number referred
age group and approximate
Description:
Summary of the practice/ Training and certified vocational training for people with
project with detailed
disabilities and the creation of a cooperative enterprise with
information
the aim of absorbing them in the labor market.
Methodology: • Transfer of good internships from Partner OSLO MET,
WBL methods and/or other University of Norway through hardware and seminar by
methods that have been
Expert Britta Evy Westergard
used
• Creating a training manual and empowering educators and
students alike.
• Training and certification of people with disabilities in the
provision of hotel services by the partner of the program
Certified IIEK GRANT in collaboration with an
interdisciplinary team of professionals.
• After the certification, there will be an internship in hotels –
restaurants.
Objectives: -to deliver knowledge to solve societal challenges
79
General and Specific -by preparing students, employers and decision makers for
Objectives, Learning goals the future challenges of the welfare society.
included
-high-level educational programs by providing excellent
material and technical infrastructure
Innovation: The involved target group- not many institutions and
Innovative elements of the programme for the training and development of people with
practice/project
autism
Internship of business in the field of accommodation and
restaurant services after the training that gives the
opportunity to get hired
Results achieved:
Quantitative and The programme is at last period of implementation so we are
qualitative results waiting for its results
achieved
Financing: EEA Grants is the Financial Mechanism Committee, which is
Program which financed composed of representatives of the Foreign Ministries of
the project
Iceland, Liechtenstein and Norway.
Website https://activecitizensfund.autismreth.gr/
Pictures:
80
8.2. OAED (MANPOWER EMPLOYMENT ORGANISATION—PUBLIC
SECTOR ORGANISATION) --- “ SPECIAL SOCIAL GROUPS”
Name of the Partner: INSTITUTION OF PHYCOSOCIAL DEVELOPMENT

(IPSA), LARISSA, GREECE
Project Title OAED (MANPOWER EMPLOYMENT ORGANISATION—

PUBLIC SECTOR ORGANISATION) --- “ SPECIAL SOCIAL
GROUPS”
When:
When the practice / project This practise is annually scheduled
was implemented
Where:
Where the practice /project GREECE, big cities at which the organization functions.
Athens, Thessaloniki,Ahaia, Iraklio,Magnesia,Larissa)
Who:
Name of the Coordinating OAED (PUBLIC ORGANISATION FOR THE
Entity
OCCUPATION OF HUMAN RESOURCE)
Beneficiaries: • Individuals with physical or mental dissabilities
Target group(s) involved, • Addicted to addictive substances
• Released prisoners
• Individual in social risk
• Trafficking victims
• Women victims of sexual oriented violence or
domestic violence
Description: The organisation aims to give the opportunity to people from

Summary of the practice/ specific social groups to include to the society and to
economic life by overcoming the discriminations they have
information
been faced for a long time. For this reason the specific
programme consists of an interview which will provide with
the individual’s profile and will highlight his skills,
preferences and abilities concerning occupation. In this
rational the best matching labor workshop is chosen and the
individual participates in Working Based Learning
apprenticeship. Throughout the whole procedure a team of
specialist supports and consults in order to minimize the risk
of dropping out. At the end of the program the individual will
81
have strengthen its personality and self confidence, will
upgrade his educational level, will be able to cooperate and
finally to be part of the economic and social life- no
discriminations, no exclusions.
Methodology: The WBL method that is used in this practice is mainly the
WBL methods and/or other apprenticeship
used
Objectives: -the equalization of the individuals that have been excluded
General and Specific from all aspects of social life
-the personalized psychological and social support and
included
development of the participants
-the social and economical independence
-the upgrade of the existing knowledge level
-the creation of individual’s skill’s profile
-the specification through WBL methods
-information and instruction regarding occupation and
entrepreneurship
Innovation: The implementation of the workshops that provide the
Innovative elements of the participants with the experience of working and the fund of
practice/project
future salary at 90% by the public sector which is a strong
motive for the possible involved employers.
Results achieved:
Quantitative and The fact that this practice is been scheduling in an annual
qualitative results achieved
ratio indicates that is successful and efficient for the
participants
Financing:
Program which financed Public sector
the project
Website https://www.oaed.gr/idikes-koinonikes-omades
82
Pictures:
83
84
8.3. “SUPPORTED WORK”
Name of the Partner: INSTITUTION OF PHYCOSOCIAL DEVELOPMENT (IPSA),

LARISSA, GREECE
Project Title “SUPPORTED WORK”
When: Since 1987

was implemented
Where: Neo Psyhiko, Athens, Greece
Who: ESTIA - Support and Social Care Centre for People with
Name of the Coordinating Intellectual Disability
Entity
Beneficiaries:
Target group(s) involved, Adults with intellectual disability, more than 80 adults per
year
Description: ESTIA offer training workshops and every year more than 8-
Summary of the practice/ service users identify their strengths and develop new skills
to access employment. ESTIA promotes inclusion and make
information
sure that its services will have access to community as an
equal member of it in national and European level.
Methodology: Seven different workshops, properly equipped , are designed
WBL methods and/or other and function within the centre to provide with theoretical and
training knowledge in seven areas of interest.
used
-handicrafts workshop
-arts & crafts workshop
-pastry & bakery workshop (even their own meals are
prepearing there)
-traditional products workshop
-computer science workshop
-showroom of products
Additionally, service users participate in programs of
vocational rehabilitation and collaborate with national and
European services towards inclusion in employment.
85
Identification of individual’s skills that could be his
competitive advantage at the labor market and empowerment
of them
A network of collaborated business that give the chance for
employment is been developed
Objectives: ESTIA tried to support all students to find a job or a placement
General and Specific to practice and develop their skills in a workplace. his
program enables all the service users of the workshops to use
included
their knowledge and skills in a workplace. Also, the service
users have the chance to be professional and have equal
opportunities at work.
Innovation: The high level of training services that are designed in accordance
Innovative elements of the to each participant’s skills and to market needs
practice/project
The well targeted placement of individuals in the workplace
The development not only of the technical skills but also of the co-
operation ability and the empowerment of self esteem and
confidence so as to minimize the risk of dropping out the procedure.
The created link of the organisation to specific and significant
companies.
Results achieved: ESTIA collaborates with the boroughs of Neo Psychico, Filothei,
Quantitative and qualitative Chalandri and Papagou as well as with organisations such as
results achieved
Bodossaki Foundation, British Council and companies like AB
Vasilopoulos and Body Shop, in order to prevent the exclusion in
employment. So far, ESTIA counts more than 40 service users who
have been employed.
Financing: The programme is financed by donations and friends club and is
Program which financed the supported by volunteers
project
https://www.eseepa.gr/programmata-draseis/ypostirizomeni-
Website ergasia/
86
Pictures:
87
88
8.4. “PROFESSIONAL TRAINING WORKSHOPS AND PROFESSIONAL
ORIENTATION“
Name of the Partner: INSTITUTION OF PHYCOSOCIAL DEVELOPMENT

(IPSA), LARISSA, GREECE
Project Title “PROFESSIONAL TRAINING WORKSHOPS AND

PROFESSIONAL ORIENTATION “
When:
When the practice / project Since 1971, annual programme
was implemented
Where:
Where the practice /project MAROUSI, ATHENS, GREECE
Who:
Name of the Coordinating SIKIARIDEIO FOUNDATION
Entity
Beneficiaries:
Target group(s) involved, People with mental disabilities, over 14 years old, numbers
are not mentioned.
Description: A practice based on training is been developed, the
Summary of the practice/ organisation offers professional orientation, training at
specially designed and well equipped workshops, additional
information
programs of psychological support, and for their family,
athletic activities, participation in musical and theatrical
teams in order to empowers the self esteem and maximize the
social abilities.
Methodology: Working Based Learning tools by the implementation of
WBL methods and/or other workshop experience the participants become familiar and
learn the conditions of specific jobs. The interdisciplinary
staff also provides with information and support at the topics
of daily schedule and personal responsibility. Also the
organisation is been certified with ISO 9001:2015 for the high
level quality services that offers and cooperates with Greek
Uivercities as a centre for intern for students with relatives
studies.
89
Objectives: • The design and constant development of a project plan
General and Specific that will enforce people with mental disabilities and
other development issues
included
• The information and support of their families
• The awareness of the society for their actions
• The socialization and inclusion of people with mental
dissabilities by fighting for their human rights and by
securing equality at training, independence and peronal
life that can be
achieved with personal and professional development.

Innovation: The practice is been developed in terms of WBL by an
Innovative elements of the interdisciplinary group that supports the participants and
practice/project
their families at the procedure of vocational training so as to
be economically and socially independent. Educational and
skills level are empowered by the participation in
apprenticeship at the workshops of the organization.
Results achieved:
Quantitative and Not mentioned, but the foundation implements the
workshops for a long term period (in annual basis) which
leads to the conclusion that the level of service offered is high.
Financing:
Program which financed the Granted from the Hellenic Public Sector and has incomes by
project participants’ insurance agency and donations.
Website https://sikiarideio.gr/
Pictures:
90
91
92
9. Evaluation Grid for Each Practice Greece
9.1. WORK FOR ALL

Part A
x

x


future.
93
TOTAL SCORE:11 /12
PART B

ACTIVE CITIZEN FUND
2.Name of the good
practice WORK FOR ALL

● International

● Public Sector

● 30-40
● Over 40
● Other
94
1. How would you describe 4) Very involved √ ****
2) Just so
2. Which aspects make this **
good practice engaging? - the co-operation of so many organizations
- the selected group is innovative

0) Not at all
4. Which main ***
tools/methods/mediums - training/ certification of knowledge
-interdisciplinary team of professionals
practice?
- internship of hotels and restaurants
groups?
on the participants
c) Motivation
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good - the involved target group - people with autism ***
practice innovative? - the internship in business of the relative sector
after the training
9. SWOT Analysis Strengths ****
– co-operation with institutions and research
organization
-training for educators and trainees
95
-certification of knowledge
- internship with business
Weaknesses – number of participants and of ***

those who manage to get hired is not mentioned
Opportunities **
-guideline is been produced for further use
--social awareness for the program through open
events
Threats- not mentioned *

48
96
9.2. SPECIAL SOCIAL GROUPS
Part A



future.

TOTAL SCORE: 11/12
97
PART B
1. Name of the organization O.A.E.D (ORGANISATION OF OCCUPATION

WORKFORCE)
2.Name of the good practice SPECIAL SOCIAL GROUPS

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
2. Which aspects make this -specification for the involved individuals ****
good practice engaging? -interview-apprenticeship-matching skills with
labor market needs
-social dimension
-grant of salary up to 90⁒ from the public sector
98
0) Not at all
4. Which main - psychological evaluation ****
tools/methods/mediums -interview
-apprenticeship
practice?
-candidate’s profile
-strengthens the education level
other settings/target groups? c) Hardly transferable

on the participants
c) Motivation
regarding following
d) Empowerment
aspects?:
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good The combination of apprenticeship with ****
practice innovative? Working Based Learning, the opportunity of
working, the fund of salary.
– special groups of society
--getting equal opportunities
--follow up of the process by specialists
(support and consulting)
--opportunity to work even within the
organization
Weaknesses **
Low impact referred
99
Opportunities ****
-equalization, inclusion to society
- getting hired
-interaction with supportive and protected work
-direct link to possible employees
-support for individual business plan
Threats - Not mentioned *

48
100
9.3. SUPPORTED EMPLOYMENT
Part A



future.

TOTAL SCORE: 11 /12
101
PART B
1. Name of the organization ESTIA (Centre of Social Care of people with intellectual
disability)
2.Name of the good practice SUPPORTED EMPLOYMENT

● International

perform the practice? ● Private sector
(enterprises,
● Public Sector
● 30-40
● Over 40
experience has been used? ● Job Shadowing
(more than one option can ● Business/industry field trip
be selected) ● Entrepreneurial experience
● Other…

2) Just so
2. Which aspects make this - the provided education and training ****
good practice engaging? - the link to the market needs
-the cooperation of important national
businesses
102
and the opportunity they provide through
hiring
-continuous follow up and feedback by
specialists of the organization during the training
and he working procedure
participants for further
2) Just so
learning?
1) Not really
0) Not at all
4. Which main -specially designed and equipped labors ****
tools/methods/mediums -interview and to the point specification of the
participants regarding their skills , abilities and
practice?
interests
-after hiring consulting
other settings/target
c) Hardly transferable
groups?

on the participants
c) Motivation
regarding following
d) Empowerment
aspects?:
a) e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good -the high level of specialization provided and the ***
practice innovative? net of organization and entrepreneurships that
give the opportunity for work to the participants
- high level of training in accordance to market
needs
-also in accordance to participant’s skills and
place of interest (matching job to profile)
103
-well organized placement at the workplace (to
secure long staying-not quitting)
-follow up their progress or difficulties they met
so as the best solution to be found in terms of
remaining at the given job
Weaknesses ***
-too much exposure to conditions that can lead to
dropping out from the labor market
Opportunities ***
- socialization
-no more institutionalization as one way solution
because of disabilities
-can easily be adapted by other target groups with
relevant needs
Threats ****
- over estimation of the progress make the
participants to leave their jobs
-those who are not capable enough to adopt at the
workplace, even if they get consulting and
therapies at all levels
- participants’ families are not provided with
supporting, may have low expectation from the
participant and so he loose self esteem and
motivation

56
104
9.4. INTEGRATION AND LABORATORIES OF WORKING TRAINING
Part A



future.

TOTAL SCORE:12 /12
105
106
PART B

SIKIARIDIO FOUNDATION
2. Name of the good
practice INTEGRATION AND LABORATORIES OF WORKINF
TRAINING
● International

● Public Sector

● 30-40
● Over 40
● Other

2) Just so
2. Which aspects make this - start point is the inclusion at the group and the ***
good practice engaging? identification of individual’s special skills that
could be empowered to lead to training
-personalised training and consulting
107
0) Not at all
4. Which main -WBL tools , the organization functions real ***
tools/methods/mediums conditions workshops for each one of the
different jobs they will be trained on, based on
practice?
both theoretical and technical training
groups?
on the participants
c) Motivation
regarding following
d) Empowerment
aspects?
e) Other
2) Just so
1) Not really
0) Not at all
8. What makes the good -interdisciplinary group designed a good practice ***
practice innovative? that points the special skill of each individual ,
training based on them by means of WBL,
constantly consulting by psychologist,
psychiatric, special teacher.
-WBL means used
-specialists from all sectors
-constant evaluation and support of the
participants
Weaknesses ***
- training is not mentioned to be linked directly
with entrepreneurships willing to hire
- no job matching from foundation part
108
Opportunities ***
-new skills are developed
-more competitive at the market
Threats ***
-individuals try themselves to get hires
-no linking to companies
-possibilities of disappointment and drop out.
109
10. Best Practices for Latvia
10.1. Dyslexia Assessment Protocol
Name of the Partner: Veseligas attistibas skola
Project Title Dyslexia Assessment Protocol
When:
When the practice / project Start: 01-11-2019 - End: 30-06-2022
was implemented
Where:
Where the practice /project Rezekne, Latvia
Who: REZEKNES TEHNOLOGIJU AKADEMIJA / REZEKNE
Name of the Coordinating ACADEMY OF TECHNOLOGIES
Entity
Beneficiaries: Target Children with dyslexia that affects 25 million of the population
group(s) involved, age group inEurope alone, teachers and parents from 5 European countries:
and approximate Latvia, Bulgaria, Turkey, Romania, and Germany.
Description: It will be based on the research partners did during the preparation
Summary of the practice/ stage, the comparative analysis of the situation and Scientific
project with detailed Substantiation Report that will justify the structure and the content
information of the new developed assessment tool. A computerised version of
the Protocol will be also developed. The tabletsized app will be
available for Windows and Android in all partner languages. The
app will display all test results and will save all of them
individuallyfor every child, to monitor child’s progress within his
early school years. In addition to this, partners will collect a
considerable numberof exercises in an Exercise book, which will
provide teachers with a practical tool they can use with pupils with
dyslexia and other related learning difficulties to develop the skills
they have deficits in. In the Implementation phase of the project a
group of pre-school and primary school teachers will be trained
and then, in collaboration with the project team, they will conduct a
screening of a big number of pre-school children and 1st2nd grade
pupils to check in practice the usefulness and feasibility of the
Protocol. Thus,
the project’s outputs will equip teachers with new tools and
theskills to use these tools in their every-day work.
110
Methodology:
COMPONENTS OF COMPREHENSIVE WORK-BASED
LEARNING (WBL) PROGRAMS
Recent research, policy literature, and federal legislation suggest
that comprehensive WBL programs contain three key
components: the alignment of classroom and workplace
learning;application of academic, technical, and employability
skills in a work setting; and support from classroom or
workplace
mentors. View the framework below, then scroll down to learn more
about WBL in federal legislation and see references for the three
components.
Objectives: To develop a Dyslexia Assessment Protocol (DAP) - a set of
General and Specific assessment tools for detecting children at risk of dyslexia at
Objectives, Learning goals pre-school age, and pupils who have already encountered
included reading/writing/learning difficulties.
Innovation: Integration of novel insights into the work related to literacy
Innovative elements of the acquisition, early identification of learning difficulties, SEN
practice/project support,interactive teaching methods and inclusive education in the
partner
countries.
Results achieved: Results for this project are not yet available. They might become
Quantitative and qualitative available after the project's end date.
results achieved
Financing: Programme: Erasmus+
Program which financed Key Action: Cooperation for innovation and the exchange of
the project goodpractices
Action Type: Strategic Partnerships for school education
EU Grant: 200906 EUR.
Website http://www.rta.lv
111
10.2. Learning games for dyslexic young adults
Project Title Learning games for dyslexic young adults
When:
was implemented
Where:
Where the practice /project Riga, Latvia
Who:
Name of the Coordinating LATVIJAS UNIVERSITATE / LATVIAN UNIVERSITY
Entity
Beneficiaries: Target It affects 1 in 10 persons in Europe. It has to be provided by
group(s) involved, age group teachers/trainers specialised on dyslexia. Mobile devices have
and approximatenumber of indeed become immensely powerful and popular especially with
people reached young adults and offer huge opportunities for learning
"anywhereand anytime" especially for our target group.
Description: DYS2GO will meet the needs and addresses both teachers/trainers
Summary of the practice/ as well as dyslexic young adults. The learning game apps will be
project with detailed accompanied by a teacher's guide on how to use the apps in the
information classroom. Apps and teacher's guide will be available for free in
English, German, Latvian, Czech, Lithuanian, and Bulgarian
language. 1. Once the app is downloaded, an internet connection is
not required anymore (learning "anywhere and anytime") 2. the
user interface is adapted to smaller screens 3. Touch screen features
are supported 4. The app design becomes really intuitive The
games willbe available for mobile devices (Android, Apple IOS) as
well as for Windows desktop (also planned Windows tablets). The
DYS2GO games will be mini-learning games based on perception
training
approaches for Special Education Needs (SEN).
112
Methodology:
workplace
mentors. View the framework below, then scroll down to learn
moreabout WBL in federal legislation and see references for the
three components.
Objectives: The provision of a range of mobile highly motivating and
General and Specific stimulating learning games for a carefully selected range of skills
Objectives, Learning goals known to be important for young dyslexic adults. The focus will
included beon the following 7 areas: 1. Visual discrimination, 2. Visual
memory, 3. Visual sequence, 4. Auditory discrimination, 5.
Auditory memory, 6. Auditory sequence, 7. Spatial position
(e.g.,top, bottom, behind, ahead, left, right).
Innovation: The games will be available for mobile devices (Android, Apple
Innovative elements of the IOS) as well as for Windows desktop (also planned Windows
practice/project tablets). The DYS2GO games will be mini-learning games based on
perception training approaches for Special Education Needs (SEN).
Results achieved: Results for this project are not yet available. They might become
Quantitative and qualitative available after the project's end date.
results achieved
Action Type: Strategic Partnerships for adult education EU
Grant:298443 EUR
Website http://www.lu.lv
113
10.3. Mobility of Educational Services for Adolescents with Dyslexia
Project Title Mobility of Educational Services for Adolescents with Dyslexia
When:
was implemented
Where:
Who:
Name of the Coordinating Biedriba Pro Futuro
Entity
Beneficiaries: Target The project worked from school, social and government level to
group(s) involved, age group remedy the break in the educational services - remediation and
and approximate accommodation including ICT - after grades 1-4 (primary school).
Description: The project attempted to improve the opportunities available in
Summary of the practice/ further education by assuring that since a student with dyslexia is
project with detailed in the education system, he/she gets the additional assistance
information he/she needs. There is no mobility of individualized educational
services from one stage of education to the next one - the service
often is tiedto an institution but does not follow the individual
student and it notaccordingly modified as the student moves on in
education. Project was realised through training teachers, making a
set of training materials and also changing the legislative
framework to improve
and ease mobility of educational services for adolescents
withdyslexia.
Methodology:
methods that have been used LEARNING (WBL) PROGRAMS
workplace
three components.
114
Objectives: The project attempted to improve the mobility and availability of
General and Specific educational services for adolescents with dyslexia and other
Objectives, Learning goals specificlearning disabilities (SLD) in general education.
included
Innovation: The project made a stakeholder analysis and created a prioritized
Innovative elements of the listof legislative and regulatory changes needed and the Latvian
practice/project and Bulgarian partners advocated for those changes to be inserted
in the respective legislation or regulation. The project helped
adolescents with dyslexia to develop self-advocacy skills via
participation in the project. This project took a holistic approach to
assisting adolescentswith dyslexia via training teachers, making a
set of training materials and also changing the legislative
framework to improve and ease mobility of educational services for
adolescents with dyslexia. In addition, for LV and BG the project
leaves the long- term benefit of deeper involvement in advocacy at
both individual
and regulatory level.
Results achieved: During the courses in Bulgaria some software products, available in
Quantitative and qualitative Bulgarian were reported to be presented to participants with the
results achieved focus on RoboBraille service for transferring the documents into
different alternate formats that make them easier accessible for
students with dyslexia. Other partners reported the demonstration
ofuse of PC within lessons, various useful websites, various types
of spell-checker applications and text-to speech software. In
addition to other ICT software a programme on learning English
(Languages without barriers) is presented to course participants in
Czech Republic. Information about ICT and its demonstration was
very well received. Also, information and demonstration of
standard spell
check made quite a big impression on the participants.
Action Type: Strategic Partnerships addressing more than one
fieldEU Grant: 111715.71 EUR
Website http://www.disleksija.lv
115
10.4. Freedom in Learning
Project Title Freedom in Learning
When:
was implemented
Where:
Where the practice /project Adazi, Latvia
Who:
Name of the Coordinating Veseligas attistibas skola / School of Healthy Development
Entity
Beneficiaries: Target Project involved a total of 24 youth workers and leaders from 8
group(s) involved, age group European NGOs in 8 different countries and focused on providing
and approximatenumber of them with competences and Non-Formal Education tools (NFE) to
people reached actively promote social inclusion and well-being of disadvantaged
youngsters (youngsters suffering from dyslexia and/or linguistic
difficulties). The countries involved are Latvia, Italy, Poland, Spain,
Portugal, FYROM, Romania and Slovakia.
Description: The concrete instruments providing the key components of
Summary of the practice/ TC educational approach were the following:
project with detailed - icebreakers and team-building activities aimed at fostering
information groupand learning dynamics
- Simulation and role plays aimed at providing the experiential
groundwork for the development of expression, communication,
and active engagement skills
- Activities aimed at fostering empathy with the needs and
constraints of disadvantaged youngsters, with a particular focus
on youths with language disorders
- Round tables: group discussions aimed at addressing
specificaspects of the condition of youngsters with learning
disorders
- Project management session aimed at developing further project
initiatives in the field of promoting peer education as an approach
toThe development of active participation and social inclusion of
youngsters with language disorder
- Evaluation Groups aimed at reflecting and exchanging
opinions over the activities and the development of the learning
process.
116
- Sessions of teamwork targeted at processing the knowledge and
skills acquired throughout the TC into the production of a Manual
of NFE Peer Learning.
Methodology:
workplace mentors. View the framework below, then scroll
down to learn moreabout WBL in federal legislation and see
references for the three components.
Objectives: "Freedom in Learning" aims at fostering youth operators’
General and Specific educational capacities with particularly sensible youth target
Objectives, Learning goals groups(youngsters with language disorders) through an
included educational approach combining the methods of peer leaning with
the approachof Non-Formal Education.
Innovation: The TC was designed in a way to develop several competences
Innovative elements of the andskills, which are the following:
practice/project - Knowledge about Peer Education methodologies and their
usefulness in addressing the learning and inclusion needs of
sensible youth targets (with a particular focus on youngsters with
language problems)
- Skills in creating and supervising a peer education
learning environment
- Skills in adapting NFE methods to the particular constraints of
youngsters with learning problems through the insights of
modernlearning/education science
- Skills in devising specific initiatives based on peer education
methods, in combination with NFE tools and methodologies. At
the same time, the learning programme was focused on
developing the following key competences in the framework of
Lifelong Learning:
- Learning to learn.
- Interpersonal, intercultural, and social competences and
civic competence.
- Sense of Initiative and Entrepreneurship. - Communication
in foreign languages.
- Digital skills, through the creation of a Manual of NFE
PeerLearning Education that participants will create,
publish, and disseminate online.
117
Results achieved: All participants had the opportunity to get acquainted with the
Quantitative and qualitative Erasmus + KA1 project writing procedure. Each group of young
results achieved people also developed their own project plan, which helped them
tounderstand how to write projects. Participants were inspired by
the opportunity to independently submit and implement various
Erasmus + projects, and each brought to their country many new
ideas and a desire to actively participate in the program in the
future.
Program which financed Key Action: Learning Mobility of Individuals
the project Action Type: Youth mobility
EU Grant: 16177 EUR
Website https://vasbiedriba.wordpress.com/erasmus/latvi ja-freedom-

in-learning/
118
10.5. Gaming for Boosting School Engagement of Students with Learning
Disabilities
Name of the Partner:

Veseligas attistibas skola
Project Title Gaming for Boosting School Engagement of Students with Learning
Disabilities
When:
was implemented
Where:
Who:
Name of the Coordinating Latvijas Disleksijas biedriba / Latvian Dyslexia Association
Entity
Beneficiaries: Target
group(s) involved, age group School students (5098)
and approximate
Description: The project consortium will gather research findings and best
Summary of the practice/ practices to highlight the benefits of eSports for students with
project with detailed disabilities and create guidelines for schools on how to organize
information gaming and eSports tournaments in schools. The training
materialfor this will be filmed during three tournaments, where
teams
Of LD students from all six partner countries will come together
toplay League of Legends (LoL).
Methodology:
learning; application of academic, technical, and employability
workplace mentors. View the framework below, then scroll
down to learn moreabout WBL in federal legislation and see
references for the three components.
119
Objectives: • Srednja poklicna in tehniška šola Murska Sobota (Slovenia)
General and Specific • Hodina H ZS (Czech Republic)
Objectives, Learning goals • Associacao Chek-in cooperacao e desenvolvimento (Portugal)
• ACD La Hoya (Spain)
included
• CO.RI.S.S (Italy)
Innovation: The research, manual and training videos will be placed on a web
Innovative elements of the site specially created for the project. The project will use Agile tools
practice/project and techniques in project management and development. Agile is a
highly demanded work skill in the Information Technology
industryand this can create a professional path for many students
with LDs.
Results achieved: The results of the study and the methodology for organizing
Quantitative and qualitative eSports tournaments will be included in a handbook that will
results achieved serve as inspiration and guidance for mainstream school teachers
on how to organize eSports tournaments in schools. The demos for
the guide will be filmed at three face-to-face League of Legends
(LoL) tournaments, featuring young people with learning
disabilities from all project partner countries.
Training materials, guides and training videos will be posted on the

website that will be created during the project. The project will use
the Agile methodology, which is a widely used approach to project
management in the IT industry. Flexible knowledge is in demand in
the IT industry and will be useful for young people with certain
learning difficulties at school, university and at work.
Financing: Erasmus+
Program which financed EU Grant: 151826 EUR
the project
Website https://www.gaming-erasmus.eu/
120
10.6. Coordination of help for students with dyslexia - right service, righttime
Project Title Coordination of help for students with dyslexia - right service,
righttime
When:
was implemented
Where:
Who:
Name of the Coordinating Latvijas Disleksijas biedriba / Latvian Dyslexia Association
Entity
Beneficiaries: Target
group(s) involved, age group School students (3200)
and approximate
Description: Topics for project-based learning and sharing of best practices
Summary of the practice/ include defining and identifying dyslexia, additional reading
project with detailed instruction, compensation and ICT teaching, the use of
information compensatory methods in all subjects, foreign language teaching
fordyslexic students, and the development of an Individualized
Learning Plan.
Methodology:
workplace
three components.
121
Objectives: CorSer has as objectives to exchange good practice in coordination
General and Specific and provision of high quality, evidence based services for
Objectives, Learning goals students with dyslexia in primary and secondary education and
included improve coordination of these services - identification,
remediation, accommodation, use of ICT, support in other
subjects like second language acquisition - between the teachers
and also levels of education not to exclude junior high and
secondary school. This is all so that students with dyslexia have
strong literacy skills, and when it cannot be achieved, understand
how to use tech support so
they can learn. The ultimate target groups are teachers and students.
Innovation: The five components of a reading instruction
practice/project • Phonemic awareness
• Acoustics
• Fluency
• Vocabulary
• Understanding
• Rich language environment
• Letter
Results achieved: The use of ICT and the development of ILP for dyslexic students
Quantitative and qualitative
results achieved
Financing: Erasmus+
Program which financed EU Grant: 35650 EUR
the project
http://www.disleksija.lv/aktualitates/uzsaktserasmus-ka2-
Website partneribas-projekts-corsera-parizglitibas-pakalpojumu-
pectecibu-
skoleniem-ardisleksiju
122
11. Evaluation Grid for Each Practice Latvia
11.1. Dyslexia Assessment Protocol
Part A
x
thepractice/tool/method and to repeat it
x


changesin the long term and secure financially sustain the project for the
future.
Effectiveness: Has the practice provided results? In this case the support of x
social inclusion and motivation of SLI and SLD learners by means of WBL
interconnected activities

interviews,questionnaires, etc.?
TOTAL SCORE:8/12
123
PART B
1. Name of the organization REZEKNES TEHNOLOGIJU AKADEMIJA

/REZEKNEACADEMY OF
TECHNOLOGIES
2.Name of the good
practice Dyslexia Assessment Protocol

● National
audiences can be used it?
● International

● Public Sector

● 30-40
● Over 40
● Business/industry field trip
(more than one option can
● Entrepreneurial experience
be selected) ● Cooperative education
● Other…
1. How would you describe the 4) Very involved ****

students’ involvement? 3) Quite involved
2) Just so
2. Which aspects make this Apprenticeship ***
good practice engaging? Internship
Mentorship
124
practice motivate participants 3) Quite
for further learning? 2) Just so
1) Not really
0) Not at all
4. Which main A set of assessment tools for detecting children at ***
tools/methods/mediums have
risk of dyslexia at pre-school age,
been used in this practice?
reading/writing/learning
5. How easily can the practicebe a) Easily transferable **

transferred to other b) Transferable but with some adjustments
settings/target groups? c) Hardly transferable
6. In which way does the good a) Participation in society 4

practice have impact on the b) Living active life
participants regarding following c) Motivation
aspects?
d) Empowerment
e) Other
7. How innovative is the good 4) Very **

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
8. What makes the good Motivation ****
practice innovative? To develop a Dyslexia Assessment Protocol (DAP)

Integration of novel insights into the work related
to literacy acquisition, early identification of
learning difficulties, SEN support, interactive
teaching methods and inclusive education.
Weaknesses *
Difficult to assess
Opportunities ***
The project’s outputs will equip teachers with new
tools and theskills to use these tools in their every-
day work.
125
Threats
Place for notices and observed problems & aspects:
By following the step-by-step best practice, the student or learner will proceed as
normal. He must be supervised. This can also be learned while on holiday. It is
recommended to use grading grids, interviews, questionnaires, etc. Some assessment
methodsshould be used to measure the impact of good practices.
126
11.2. Learning games for dyslexic young adults
Part A
x

x


future.

127
TOTAL SCORE:9/12
PART B
1. Name of the organization Learning games for dyslexic young adults
2.Name of the good

practice LATVIJAS UNIVERSITATE / LATVIAN UNIVERSITY

● National
● International

perform the practice? ● Private sector
(enterprises,
● Public Sector
● 30-40
● Over 40
(more than one option canbe
● Other…

2) Just so
2. Which aspects make this Apprenticeshi ***

good practice engaging? pInternship
Mentorship
128
1) Not really
0) Not at all
4. Which main A set of assessment tools for detecting children ***
atrisk of dyslexia at pre-school age,
5. How easily can the practicebe a) Easily transferable ****

6. In which way does the good a) Participation in society **

aspects?:
d) Empowerment
e) Other
7. How innovative is the good 4) Very ***

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
practice innovative? The games will be available for mobile devices
(Android, Apple IOS) as well as for Windows
desktop (also planned Windows tablets). The
DYS2GO games will be mini-learning games
based on perception training approaches for
Special Education Needs (SEN).
Highly motivating and stimulating learning
games for a carefully selected range of skills
known to be important for young dyslexic adults.
Weaknesses **
Opportunities ***
Offers huge opportunities for learning "anywhere
and anytime".
129
Threats
Comments:
It is suggested the following step by step good practice where a student or a learner will
run in regular routine. The learning game apps will be accompanied by a teacher's guide
on how to use the apps in the classroom. The DYS2GO games will be mini-learning
games based on perception training approaches for Special Education Needs (SEN).
Boredom can come, they have to overcome it, they have to look attheir mentality and
financial condition, they have to show a real dream of a better life and find a way
forward.
130
11.3. Mobility of Educational Services for Adolescents with Dyslexia
Part A
x

x


future.

TOTAL SCORE:8/12
131
PART B
1. Name of the organization Biedriba Pro Futuro
2.Name of the good

practice Mobility of Educational Services for Adolescents with Dyslexia

● National
● International

● Public Sector

● 30-40
● Over 40
● Other…
1. How would you describe the 4) Very involved ***

2) Just so

Mentorship
1) Not really
0) Not at all
132
tools/methods/mediums have atrisk of dyslexia at pre-school age,
6. In which way does the good a) Participation in society ****

aspects?:
d) Empowerment
e) Other

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
8. What makes the good Motivation ***
practice innovative? The project made a stakeholder analysis and
created a prioritized list of legislative and
regulatory changes needed and the Latvian and
Bulgarian partners advocated for those changes to
be inserted in the respective legislation or
regulation. The project helped adolescents with
dyslexia to develop self-advocacy skills via
participation in the project. This project took a
holistic approach to assisting adolescents with
dyslexia via training teachers, making a set of
training materials and also changing the
legislative framework to improve and ease
mobility of educational services for adolescents
with dyslexia. In addition, for LV and BG the
project leaves the long- term benefit of deeper
involvement in advocacy at both individual
and regulatory level.
The project attempted to improve the
opportunities available in further education.
Weaknesses *
133
Opportunities ***
The project attempted to improve the
opportunities available in further education.
Threats
This project should improve work at school, social and government levels to correct the
gap in educational services - rehabilitation and placement, including ICT. The service is
often associated withthe institution, but does not extend to individual students and
does not change as the student progressesin education. This will improve and facilitate
the mobility of educational services for adolescents.
134
11.4. Freedom in Learning
Part A
x

x


future.

135
TOTAL SCORE:9/12
PART B
1. Name of the organization Veseligas attistibas skola / School of Healthy Development
2.Name of the good

practice Freedom in Learning

● National
● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so

Mentorship
136
1) Not really
0) Not at all
4. Which main A set of assessment tools for detecting children at ***
risk of dyslexia at pre-school age,
5. How easily can the practice a) Easily transferable **

be transferred to other b) Transferable but with some adjustments

participants regarding c) Motivation
following aspects?:
d) Empowerment
e) Other

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
practice innovative? The TC was designed to develop several
competences and skills:
- Knowledge about Peer Education
methodologies and their usefulness in addressing
the learning and inclusion needs of sensible youth
targets (with a particular focus on youngsters with
language problems)
- Skills in creating and supervising a peer
education learning environment
- Skills in adapting NFE methods to the particular
constraints of youngsters with learning problems
through the insights of modern learning/education
science
- Skills in devising specific initiatives based on
peer education methods, in combination with NFE
tools and methodologies At the same time, the
137
learning programme was focused on developing the
following key competences in the framework of
Lifelong Learning:
- Learning to learn.
- Interpersonal, intercultural, and social
competences and civic competence.
- Sense of Initiative and Entrepreneurship. -
Communication in foreign languages.
- Digital skills, through the creation of a Manual
of NFE Peer Learning Education that participants
will create, publish, and
disseminate online.
All participants had the opportunity to get
acquainted with the Erasmus + KA1 project writing
procedure
Weaknesses *
Opportunities ***
To independently submit and implement various
Erasmus + projects.
Threats
It is encouraged to place the greater emphasis on freedom of learning in order to

increase the educational potential of youth with language disorders, the ability to adapt
NFE approaches to the special limitations of young people with learning difficulties
through modern educational / pedagogicalscience ideas. It provides young people with
interpersonal, intercultural and social communication skills, as well as civic skills,
entrepreneurial flair, communication in foreign languages.
138
11.5. Gaming for Boosting School Engagement of Students with Learning
Disabilities
Part A
x

x


future.
139
TOTAL SCORE:8/12
PART B
1. Name of the organization Latvijas Disleksijas biedriba / Latvian Dyslexia Association
2.Name of the good Gaming for Boosting School Engagement of

practice Studentswith Learning Disabilities

● National
● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
140
Mentorship

1) Not really
0) Not at all
atrisk of dyslexia at pre-school age,


aspects?:
d) Empowerment
e) Other

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
practice innovative? The research, manual and training videos will be
placed on a web site specially created for the
project. The project will use Agile tools and
techniques in project management and
development. Agile is a highly demanded work
skill in the Information Technology industry and
this can create a professional path for many
students with LDs
Best practices on how to organize gaming and
eSports tournaments in schools.
Weaknesses *
Opportunities ***
School teachers on how to organize eSports
tournaments in schools.
141
Threats
Place for notices and observed problems & aspects:
The project consortium should highlight the benefits of eSports for students with
disabilities. Games and esports in schools help young people to train better. Therefore,
they need to focus more on school games or esports. Research, guidelines and training
videos should be well organized on the website foryoung people to use. In the age of
information technology, this is a highly sought-after work skill that can create a
professional path for many students. Therefore, young people with dyslexia practice
thesethings to better manage their lives. Scorecards, interviews, questionnaires, games,
and esports need to use some scoring techniques to measure the impact of best
practices.
142
11.6. Coordination of help for students with dyslexia - right service, right time
Part A
x

x


future.

143
TOTAL SCORE:10/12
PART B
1. Name of the organization Latvijas Disleksijas biedriba / Latvian Dyslexia Association
2.Name of the good Coordination of help for students with dyslexia - right
practice service,right time

● National
● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so

Mentorship
144
1) Not really
0) Not at all
4. Which main Reading ***
Writing
Learning
5. How easily can the practicebe a) Easily transferable ****


aspects?:
d) Empowerment
e) Other

practice? 3) Quite
2) Just so
1) Not really
0) Not at all
practice innovative? The five components of a reading instruction:
• Phonemic awareness
• Acoustics
• Fluency
• Vocabulary
• Understanding
• Rich language environment
• Letter
Exchange of good practices in coordination and
provision of high quality, evidence based services
and improve coordination of these services -
identification, remediation, accommodation, use of
ICT, support in other subjects like second language
acquisition.
145
Weaknesses *
Opportunities ***
The use of ICT and ILP.
Threats
Good practice in coordinating and delivering high quality, evidence-based services for
students with dyslexia. It includes evidence-based services for students with dyslexia in
primary and secondary education, identification, remedies, ICT use, assistance in other
matters, acquisition of a second language, not excluding junior high and high schools
even within the educational level. All of this is done to ensure that students with
dyslexia have strong skills, and when possible, they will understand how to live better
with technology. The ultimate goal is to build good relationships between teachers and
dyslexic students so that they can gain good skills in scorecards, interviews,
questionnaires, games,and esports.
146
12. Best Practices for Lithuania
12.1. ERASMUS+ KA1 youth exchange project "The Power of Sensory Language:
HELPing DISabled People (HELP DIS)"
Lithuania
Name of the Partner: Spain, MAD for Europe
France
Greece
Romania
Italy
Project Title ERASMUS+ KA1 youth exchange project

"The Power of Sensory Language: HELPing DISabled People
(HELP DIS)" Nr. 2019-1-ES02-KA105-012808
When: 2019 June- November
was implemented
Where: Spain
Who: MAD for Europe Cultural Services & International Mobility
Entity
Beneficiaries: The project is aimed at students with disabilities, aged 18-30
Target group(s) involved,
Description: Project goals:
Summary of the practice/ ● Activate the involvement of people with disabilities,
emphasizing the importance of human rights, and invite
information
participants from other countries to participate in exchange
programs with fewer opportunities.
● Gain experience in supporting young people so that they
can improve their communication skills in other languages.
● Develop new approaches to tackling early school leaving,
helping them gain the confidence and motivation to take up
the profession.
● Achieve equality for people with disabilities in line with
the European Commission's Disability Strategy 2010-2020.
147
● Increase young people's employment and entrepreneurial
skills through volunteering, both within and outside their
community.
● To convey to participants the importance of sensations
(sight, hearing, taste, smell and touch).
● Learn new ways of managing conflict during mobility and
in the context of intercultural learning.
Methodology: Recent research, policy literature suggest that

WBL methods and/or other comprehensive WBL programs contain three key
learning; application of academic, technical, and
employability skills in a work setting; and support from
classroom or workplace mentors.
Objectives: The project attempted to improve the mobility and
General and Specific availability of educational services for students with specific
learning disabilities (SLD) in general education.
included

practice/project
support, interactive teaching methods and inclusive
education in the partner countries.
Results achieved: The project involved youth teams from 6 countries: Spain,
Quantitative and France, Greece, Romania, Lithuania and Italy. During the
project, the participants introduced their countries,
institutions and talked about traditions.
Financing:
Program which financed the
project
Website
148
12.2. ERASMUS + KA2 school strategic partnership project "EARLY SCHOOL
DROPOUTS"
Lithuania, Kaunas School of Applied Arts

Name of the Partner: IES ERAS DE RENUEVA, Spain
Mentese Turgutreis Anadolu Lisesi, Turkey
Agrupamento de Escolas Coelho e Castro, Portugal
ITIS GIOVANNI XXIII, Italy
ERASMUS + KA2 school strategic partnership project
Project Title "EARLY SCHOOL DROPOUTS" No. 2019-1-ES01-KA229-
065786_2
When: 2019 09 -2021 08

was implemented
Where:
Spain
Who: IES ERAS DE RENUEVA, Spain
Entity
Beneficiaries: The students who drop out of school at an early age and
Target group(s) involved, have learning difficulties
Description: The aim of the project is to develop an educational
Summary of the practice/ network to analyze the problem of early school leaving,
involving stakeholders, professionals and services,
information
employers, in order to identify and take preventive
measures against early school leaving as soon as possible,
thus helping European countries to combat it. problem,
development.
Young people, by leaving the educational process at
an early age, immediately increase the unemployment rate;
the link between education and employment shows that
updating one's knowledge, career opportunities, all
obstacles and problems become easier to solve. In this way,
students will have the opportunity to acquire relevant skills
149
and overcome the challenges posed by the labor market in a
world full of challenges.
Project objectives:
Create a database to gather information, share
knowledge and experiences on first steps and examples in
the face of early school leaving.
· Identify, explain and update (if necessary) the
methods of teaching methods to be improved in the
programs.
· Promote a healthy lifestyle, outdoor activities,
develop entrepreneurial skills, helping students to get closer
to nature and a healthy lifestyle, in cooperation with
students from different cultures with different needs in
other countries.
· To educate students about the goals set by them,
especially those students who are at risk of dropping out of
the educational process.
· Identify the current situation in the partner
organizations and identify ways to create a more positive
and productive school microclimate.
The aim of the project is to develop an educational
network to analyze the problem of early school leaving,
involving stakeholders, professionals and services,
employers, in order to identify and take preventive
measures against early school leaving as soon as possible,
thus helping European countries to combat it. problem,
development.
Young people, by leaving the educational process at
an early age, immediately increase the unemployment rate;
the link between education and employment shows that
updating one's knowledge, career opportunities, all
obstacles and problems become easier to solve. In this way,
students will have the opportunity to acquire relevant skills
and overcome the challenges posed by the labor market in a
world full of challenges.
Project objectives:
150
Create a database to gather information, share
knowledge and experiences on first steps and examples in
the face of early school leaving.
· Identify, explain and update (if necessary) the
methods of teaching methods to be improved in the
programs.
· Promote a healthy lifestyle, outdoor activities,
develop entrepreneurial skills, helping students to get closer
to nature and a healthy lifestyle, in cooperation with
students from different cultures with different needs in
other countries.
· To educate students about the goals set by them,
especially those students who are at risk of dropping out of
the educational process.
· Identify the current situation in the partner
organizations and identify ways to create a more positive
and productive school microclimate.
· To strengthen the professional competencies not only
of teachers but also of students by encouraging them to use
IT technologies as much as possible during lessons.
· Involve stakeholders in preventive activities before
early school leaving.
· Make suggestions to other partner organizations
involved in the project on how to reduce the drop-out rate.
· Develop a training material, the DEARS Guidebook -
Actions for all, which can be used by schools across Europe
facing the problem of early school leaving.
The main goal of the project is activities that
encourage students to be more self-confident, to overcome
learning barriers. Participating in these activities will make
it easier for students to cope with the planned tasks and
share their experiences. This training will take place in the
five schools participating in the project, in the following
order:
1. Portfolio;
2. Identity;
3. Lifestyle;
151
4. Creativity.
methods that have been used components: the alignment of classroom and workplace
General and Specific availability of educational services for students with specific
Objectives, Learning goals learning disabilities (SLD) in general education.
included
practice/project support, interactive teaching methods and inclusive
Results achieved: All project participants presented the situation of their school
Quantitative and / region related to the project theme - early school leaving and
discussed the similarities and differences in why students
drop out early. Participants conducted a study in which they
identified with their eyes the 10 most attractive, popular
professions and found that not only professions that require
higher education, but also vocational training specialties are
popular. Students from all countries have argued that there
is no disrespectful profession, just the need to find the right
one for you.
Financing: -
project
Website
152
12.3. Erasmus + KA1 “Preparation of Teachers for Teaching People of Other
Cultures and Social Exclusion”
Vilnius Technology Training Center (grant recipient)

Name of the Partner: Kaunas School of Applied Arts
Visaginas Technology and Business Vocational Training
Center
Klaipeda Shipbuilding and Repair School
Vilnius City Psychological-Pedagogical Service (PPT)
Erasmus + KA1 “Preparation of Teachers for Teaching
Project Title People of Other Cultures and Social Exclusion” No. 2019-1-
LT01-KA102-060427
When: 2019-2020
was implemented
Where: Portugal
Who: Vilnius Technology Training Center
Entity
Beneficiaries: Members of the educational community in various fields:
Target group(s) involved, psychologists, social pedagogues, vocational teachers, other
age group and approximate pedagogical staff or education managers
Description: The aim of the project is for some time in Lithuanian
Summary of the practice/ vocational education institutions a tendency has been felt
and noticed that the number of immigrants who want to
information
learn a craft and establish themselves in the country's labor
market is expanding.
circle in educational institutions, the number of socially
vulnerable persons is increasing, ie students from antisocial
families, orphanages, former prisoners. Therefore, there is a
natural problem - the lack of qualification of teachers in
successfully integrating the persons of the mentioned groups
into the teaching / learning process. It is predicted that in the
future the number of people from social exclusion and other
cultures in vocational training will increase, so the identified
problem will only intensify.
153
The main goal of the project is to prepare and carry out the
integration of persons from social exclusion and other
cultures into Lithuanian vocational training, to acquire
knowledge and practical skills from experienced EU
countries. It is an ongoing project of this consortium that was
initiated and implemented three years ago, but after
evaluating the results of the project, it was decided to
continue the project on a larger scale after two years, taking
into account that only Vilnius technology training
the center took responsibility for training 70 disabled people,
about 50 foreigners and a number of orphans study here. The
situation is similar in other educational institutions.
The desired results of the project reflect the unique
knowledge and experience gained by the project
participants, improved intercultural communication and
cooperation skills, higher motivation of specialists and a
wider horizon. During the project, the communities of
vocational schools are enabled to expand relations with other
schools with similar interests and share good practices.
It is expected to achieve such methodological and
psychological preparation of the project participants, which
would be easily transformed in Lithuanian vocational
training institutions by organizing successful integration of
socially vulnerable and other cultural groups. This
competence is necessary for good learning outcomes, easy
adaptation to the labor market - it is a prerequisite for
successful self-realization of students who, due to their social
status and cultural alienation, have fewer opportunities.
availability of educational services for students with specific
154
General and Specific
included
practice/project
support, interactive teaching methods and inclusive
Results achieved: Teachers from four schools, including teachers from our
Quantitative and school, were invited to carry out this project. The aim of the
project is to prepare for the integration of persons from social
exclusion and other cultures into Lithuanian vocational
training, to gain knowledge and practical skills from
experienced EU countries.
Aveiro Vocational School, Portugal, is a modern, highly
experienced vocational school. The excellent educational
environment, open, warm communication and the ability to
convey good educational experience fascinated all
participants of the internship.
How to raise people's awareness, reduce exclusion in society,
create opportunities for development for all members of the
community, integrate people from social exclusion and other
cultures into vocational training? During the internship we
were able to discuss, exchange experiences, improve general
and subject competencies.
It is better to see once than to hear a hundred times, says a
Lithuanian folk proverb. We thank everyone who created
this project and allowed us to take a fresh look at cultural
diversity, get to know the real Portugal, its people, traditions
and customs, feel the spirit of the country.
Financing:
project
Website
155
12.4. My Career Matters
Name of the Partner: Valakupiai Reabilitation center
Project Title My Career Matters
When:
When the practice / project was 01.10.2020 – 01.09.2022
implemented
Where: 1. Health Action Overseas Foundation (Romania);
Where the practice /project was held 2. Consultis – Consultoria Empresarial, Unipessoal
(city, country) Lda, (Portugal);
3. Status Employment; (Great Britain)
4. Valakupių reabilitacijos centras (Lithuania)
5. M&M Profuture Training SL (Spain)
Who: Health Action Overseas Foundation (Romania)
Name of the Coordinating Entity
Beneficiaries: • young people with intellectual disabilities in need
Target group(s) involved, age group of career guidance services;
and approximate number of people • professions, working with people with intellectual
reached disabilities;
• teachers;
• employers.
Description: Lack of adaptation of the Lifelong Learning Program to
Summary of the practice/ project with the real needs of people with intellectual disabilities,
detailed information lack of personalized services and made available in an
easy-to-read or understand format The lack of
information material is a major obstacle to ensuring
equal opportunities for people with disabilities
mental disability in education and later in career
management. People with intellectual disabilities are
highly dependent on others, they have only limited
smaller professional choices and are more
socially isolated. Source: data from the Romanian
National Agency for People with Disabilities in our
countryonly 2.5% of people with intellectual disabilities
work with around 20% in the UK. Unfortunately, the
figures also vary in other project partner countries:
Spain, Portugal and Lithuania.
Methodology: Efforts to develop a Labor Market Information Handbook
WBL methods and/or other methods will help them to better focus on their career opportunities.
that have been used The material will be developed in an easily accessible,
156
readable and understandable format and will include
information on labor market trends, occupations and
specialties, education and training opportunities, labor
legislation (pay, taxes, benefits, annual leave, etc.). The
guide will provide information on 25 job profiles (tasks,
working conditions, skills required, salary or working
hours, related tasks), case studies, related exercises and
optional activities, links to other readily available resources.
People with intellectual disabilities will also benefit from a
Career Information Training Package consisting of three
courses specifically designed to improve their skills and
help them understand the information provided and / or
overcome the psychological barriers they face.
Objectives: Attending these training sessions is mental
General and Specific Objectives, People with disabilities will receive useful information on
Learning goals included employment, occupations, positions and work, minimum
occupational and skills requirements, detailed job
descriptions, training and employment opportunities.
They will also learn to recognize their strengths, explore
suitable career opportunities, write resumes and cover
letters. Our specialists will pay particular attention to
providing useful information on the rights of people with
disabilities under national law, including information on
decent work, unemployment and social security, as well as
topics such as undeclared work, work abroad, exploitation
at work.
This project is also aimed at professionals working with
people with intellectual disabilities, vocational teachers and
employers. They will benefit from the Xplore LMI labor
market information toolkit to support practical activities to
improve the quality of lifelong guidance designed and
adapted to the needs of people with intellectual disabilities.
Thus, the professionals involved in the project “My career
matters!” Will develop a set of innovative tools (activities,
games) together with related methodological support
tailored to the needs of people with intellectual disabilities,
research and management of labor market information in
various situations (from school to school). work, job search,
recruitment) and will draw up a guide for professionals in
the training sector and employment, taking into account the
organization, structure and provision of information on the
labor market for people with intellectual disabilities.
157
Innovation: Ensuring methodological support adapted to the needs of
Innovative elements of the people with intellectual disabilities, labor market
practice/project research and management of information in various
situations (at school, from school to work, work
search and recruitment) and will draw up a guide for
professionals in the training sector and employment, taking
into account the organization, structure and provision of
information on the labor market to people with intellectual
disabilities.
Results achieved: Under construction:
Quantitative and qualitative results Labor Market Information Manager;
achieved Career information training package;
Labor market information toolkit “Xplore LMI for
employers.
The activities of the My Career Project! Project will target at
least 375 people with intellectual disabilities and 600
professionals from various adult education, public and
private sectors.
Financing: 201160 eur
Program which financed the project
Website
158
12.5. Labour market Employment for young Adults with a Disability – LEAD
Name of the Partner: Valakupiai Reabilitation center
Labour market Employment for young Adults with a

Project Title Disability – LEAD
When: 01.07.2018 – 31.12.2021

implemented
Where: Vilnius, Lithuania;
Where the practice /project was held Bucharest, Romania;
(city, country) Croydon, United Kingdom
Porto, Portugal
Who: Health Action Overseas Foundation (Romania)
Name of the Coordinating Entity
Beneficiaries: Disabled youth aged 15 to 29;
Target group(s) involved, age group Families or legal guardians of young people with
and approximate number of people disabilities;
reached Companies;
Human resource specialists and providers of supported
employment services.
Description: ● To ensure equal opportunities for social and
Summary of the practice/ project with professional integration of 150 young people with
detailed information disabilities; ·
● to provide supported employment services for 60
disabled people aged 15 to 29; ·
● to employ 50 young people with disabilities; ·
● to organize meetings between young people with
disabilities and employers to exchange experiences;·
● to organize 6 training sessions for 120 employers
and human resources specialists; ·
● to organize 3 training sessions for 30 family
members or legal guardians of disabled young
people; ·
● to create 5 mutual support groups for family
members or guardians of disabled youth
Methodology: The project aims to transfer knowledge and good practice
WBL methods and/or other methods models related to the employment of young people with
that have been used disabilities in European countries, with the ultimate goal of
creating an inclusive labor market, through: · Adoption of
British good practice methods and models for supported
employment of young people with disabilities in Lithuania,
159
Romania and Portugal; · The creation of an innovative
mechanism for working with young people with
disabilities, involving the families or legal guardians of
young people with disabilities, in order to improve their
knowledge and skills to help young people with disabilities
to find employment and remain in the labor market; · The
establishment of cross-border cooperation on labor market
and employment of young people with disabilities through
exchanges of experience, mutual learning and other joint
activities.
Objectives: The model has been transferred, adapted and implemented
General and Specific Objectives, and has been well received by both Y/AwD and employer
Learning goals included organisations, suggesting that it remains valid as a
framework to deliver improved employment outcomes for
jobseekers with a disability. The programme changed the
perception of people with disabilities and their capacity to
undertake paid work. It showed that with the right type of
supports, people with disabilities could make a meaningful
contribution, if they wished to do so. Our project has raised
awareness and prepared the family members making
employment more attainable and smoothing the transition
of young adults with disabilities from school to labour
market. The results were achievable thanks to the
transnational cooperation among project partners,
especially in assuring quality standards in delivering
Supported Employment services to Y/AwD and also in
elaborating the Guide of good practice. Participation in
transnational collaboration was the “step up” of each
partner from operating at a regional/local level to building
a transnational reputation and network, developing profile,
confidence and knowledge in the labour market issues.
Innovation: • increasing knowledge;
Innovative elements of the • transfer of good practice on employment initiatives for
practice/project young people with disabilities in all European countries;
• create more quality jobs;
• reduce the unemployment rate.
Results achieved: Innovative approaches on lowering youth unemployment
Quantitative and qualitative results have been developed or adopted – the training package for
achieved family members of Y/AwD established a common
multicultural and multinational methodological approach
that focuses on their needs, in order to better support their
children in gaining and retaining employment.
160
Financing: 1 275 843 eur
Program which financed the project
Website http://www.lead-project.eu/
161
13. Evaluation Grid for Each Practice Lithuania
13.1. ERASMUS+ KA1 The Power of Sensory Language: HELPing DISabled

People (HELP DIS)
Part A
x

x


future.
162
TOTAL SCORE: 8 /12
PART B
1. Name of the organization MAD for Europe Cultural Services & International Mobility
2.Name of the good ERASMUS+ KA1 The Power of Sensory Language: HELPing
practice DISabled People (HELP DIS); Nr. 2019-1-ES02-KA105-012808

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
163
2. Which aspects make this Mentorship **

0) Not at all
4. Which main Work in a company ***
tools/methods/mediums Working with a mentor
have been used in this Cooperation
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
practice innovative? Integration of novel insights into the work related
teaching methods and inclusive education in the
partner countries
To increase young people's employment and
entrepreneurial skills.
Achieve equality for people with disabilities
Develop new approaches to tackling early school
leaving.
164
Activate the involvement of people with
disabilities, emphasizing the importance of
human rights.
Weaknesses *
Opportunities ***
To improve the mobility and availability of
educational services for students with specific
Threats
165
13.2. ERASMUS + KA2 school strategic partnership project “EARLY SCHOOL
DROPOUTS”
Part A
x



future.

166
TOTAL SCORE: 8 /12
PART B
1. Name of the organization Lithuania, Kaunas School of Applied Arts

IES ERAS DE RENUEVA, Spain
Mentese Turgutreis Anadolu Lisesi, Turkey
Agrupamento de Escolas Coelho e Castro, Portugal
ITIS GIOVANNI XXIII, Italy
2.Name of the good ERASMUS + KA2 school strategic partnership project “EARLY
practice SCHOOL DROPOUTS”; No. 2019-1-ES01-KA229-065786

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
167
good practice engaging? Intership

0) Not at all
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other
2) Just so
1) Not really
0) Not at all
practice innovative? Integration of novel insights into the work related
partner countries.
The development of an educational network to
analyze the problem of early school leaving,
involving stakeholders, professionals and
services, employers, in order to identify and take
preventive measures against early school leaving
as soon as possible, thus helping European
countries to combat it.
168
Weaknesses *
Opportunities ***
To improve the mobility and availability of
educational services for students with specific
learning disabilities (SLD) in general education
Threats *

30
169
13.3. Erasmus + KA1 "Teachers' preparation for training of other cultures and
socially excluded persons"
Part A
x

x


future.

170
TOTAL SCORE: 8 /12
PART B
1. Name of the organization Vilnius Technology Training Center
2.Name of the good Erasmus + KA1 "Teachers' preparation for training of other
practice cultures and socially excluded persons" No. 2019-1-LT01-
KA102-060427
● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
171
0) Not at all
Cooperation
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other

2) Just so
1) Not really
0) Not at all
8. What makes the good Integration of novel insights into the work related ***
practice innovative? to literacy acquisition, early identification of
partner countries.
This competence is necessary for good learning
outcomes, easy adaptation to the labor market - it
is a prerequisite for successful self-realization of
students who, due to their social status and
cultural alienation, have fewer opportunities.
Weaknesses *
Opportunities ***
The integration of persons from social exclusion
and other cultures into Lithuanian vocational
172
training, to acquire knowledge and practical skills
from experienced EU countries.
Threats
173
13.4. MCM – My Career Matters!
Part A
x

x


future.

174
TOTAL SCORE: 11 /12
PART B
1. Name of the organization Valakupiai Rehabilitation Centre (VRC)
2.Name of the good

MCM – My Career Matters!
practice

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
175

0) Not at all
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other

2) Just so
1) Not really
0) Not at all

Development of a Labor Market Information
Handbook and Career Information Training
Package to help people with intellectual
disabilities.
Weaknesses *
None
176
Opportunities ***
Higher chances of job opportunities.
Threats
177
13.5. Labour market Employment for young Adults with a Disability – LEAD
Part A
x

x


future.

TOTAL SCORE: 10 /12
178
PART B
1. Name of the organization Valakupiai Rehabilitation Centre (VRC)
2.Name of the good Labour market Employment for young Adults with a
practice Disability – LEAD

● International

● Public Sector

● 30-40
● Over 40
● Other…

2) Just so
2. Which aspects make this The establishment of cross-border cooperation ****
good practice engaging? on labor market and employment of young
people with disabilities through exchanges of
experience, mutual learning and other joint
activities.
179
0) Not at all
practice?

groups?
on the participants
c) Motivation
regarding following
e) Other
2) Just so
1) Not really
0) Not at all

To transfer knowledge and good practice models
related to the employment of young people with
disabilities in European countries.
Weaknesses *
Opportunities ***
To create more quality jobs and reduce the
unemployment rate.
Threats
180
14. Policy Recommendations
• Educators to pursue a training course to recognize and better assist pupils with
dyslexia;
• Enabling and focusing on alternative methods of presentation and recording
written work;
• Use range of materials and resources to overcome processing/access to learning
difficulties;
• Encourage and support the use of specialist/practical equipment for a better
assistance;
• Co-ordinate with specialist staff to apply exercises and strategies in lessons;
• Support use of tools such as calculators, audio books, text to speech software and
spellcheckers;
• Use multimedia presentations including videos, internet and interactive whiteboard;
• Support use of computer-based skills development programmes.
181
15. Conclusions
‘’Step by Step’’ programme is a step forward in better assisting people who have learning
disabilities and/or language impairment.
It aims to provide new methods and techniques to trainers, educators and specialized staff
in order to help students with SLD and SLI, and also inclusion activities for these students.
The activities included, consisted of various workshops, intercultural experiences, learning
moduls and were aimed at youth but also at the private sector and staff of educational
institutions.
The major results of “Step by Step” are:
• A methodological guide;
• E-version of the methodological guide with all the good practices gathered;
182
Disclaimer
The European Commission's support for the production of this publication does not
constitute an endorsement of the contents, which reflect the views only of the authors, and
the Commission cannot be held responsible for any use which may be made of the
information contained therein.
183

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Erasmus + Project

Methodogical Guide based on good

1. Introduction of the project and aim

1.2. Aim of the Project

2.1. Associazione Culturale Pitagora (Italy)

L'Associazione Culturale Pitagora of Sassari is a non-profit cultural association. The members

2.2. INSTITOYTO PSYCHOKOINONIKIS ANAPTYXIS (Greece)

Institute of Psychosocial Development (I.Ψ.A.) is an NGO founded in the City of Larisa

2.3. Veseligas attistibas skola (Latvia)

2.4. NGO Nest Berlin (Germany)

2.5. Kauno taikomosios dailes mokykla (Lithuania)

FORMAL REQUIREMENTS YES NO

Target audience is mentioned

Detailed description of the practice: enough details to

Participants and organizations involved are mentioned

DIDACTIC QUALITY YES NO

The learning goals are clear

The approach is suitable for SLI and SDL students

Work-Based Learning (WBL) methods have been used

Accessibility: is it easy to use this good practice? Or special

DISSEMINATION AND IMPACT YES NO

Transferability: can the results be generalized beyond the specific

Impact: Have some kind of assessment methods been used in order to

TOTAL SCORE: /12

Part I. General information

2.Name of the good

3.Geographical coverage of ● Local

4. Which kind of institutions ● Educational Institutions

5. Which age range do the ● 18-25

** Award: Very – 4 points, Quite – 3, Just so – 2, Not really – 1, Not at all – 0.

*** Award: a) - 4 points; b) - 2 points; c) - 0 points.

3. How strong does the good 4) Very **

5. How easily can the a) Easily transferable ***

9. SWOT Analysis Strengths *

Sum of all points

Place for notices and observed problems & aspects

information contained therein.

When: Start: 1-10-2016- end 31.12.2018

Beneficiaries: Focus on pupils between 6 to 15 years old

For this reason, 6 public and private

Objectives: Raise awareness of the situation of

Through the tools developed during the

Innovation: All these resources and the outcomes of

The tool developed during the program

Results achieved: • 50 Model lessons, on various subjects

In quantifiable results, Dyspraxiatheca

In terms of intangible results, this project

Financing: Project Reference: 2016-1-FR01-KA201-

Stakeholders of the project Dyspraxiatheca gathered 25 external

Each organization actively

When: Start: 1-10-2016 End- 31-12-2018

When the practice / project was implemented

Where: In partners country

Where the practice /project was held

Who: Lancashire Centre for Specific Learning

Beneficiaries: Teachers, adult learners

Which target group was involved

and how many people were reached

Description: The Project follows on from a Grundtvig

In the majority of EU nations, co-existence of

There were 9 EU Partners from the Estonia

Objectives: - Determine National Policies, understanding