VR4GIFTED-VR4GIFTED (We Are For Gifted): Integration of Experiential Learning and Virtual Reality on Gifted Education

Purpose of this project was determined as capacity building of prospective primary school teachers by handling classroom management strategies for gifted and talented children in inclusive classrooms through developing VR resources and using them in order to strengthen experiential learning processes during higher education training courses. Target group of the project was 25 Primary School Teaching undergraduates in each partner university, 100 undergraduates in total.

AbleWithTechTools-AbleWithTechTools: Developing Virtual Reality Resources Introducing Technology Tools for Children with Autism Spectrum Disorder to SEN Teaching Undergraduates

The project are as follows.

  • Capacity building of SEN teaching undergraduates and enabling them to excel in teaching
  • Promoting assistive technologies for better social and communication skills of students with ASD
  • Investing in innovative technologies as teaching materials (VR content) and contributing to the development of education technologies

The target group of the project is SEN teaching undergraduates in the partner countries. Other participants will be 60 lecturers, teaching professionals, SEN teachers and other stakeholders working in the study field who will be directly involved in the project practice.


  • Bring SEN students at risk of social exclusion closer to society through the development of social/ civic/digital competences.
  • Strengthen the profile of educators making their careers more diverse, open up the space for their creativity, expand their personal capabilities and scope of occupational activities.
  • Promote innovativeness in competence-oriented education through the introduction of new tools for SEN students, which will encourage educators to use more student-friendly new technology-based tools.
  • Promote cross-curricular collaboration between EU countries due to the diverse education systems for SEN students

DiLASD-Distance Learning for Students and Kids with Autism Spectrum Disorder

The main objective of the project is the active learning of individuals with ASD, according to their personal abilities, through the use of digital technology. Remote teaching-learning and online assistance will decrease their marginalization, improving their independence and well-being.

Autism-IncluDi-Autism Inclusion in Distance Learning

The project is addressed to special needs educators, parents and to their children with special needs, aiming to tackle the barriers that Higher Education (HE) students with Autism face while participating in distance learning (DL). Evidently, this will be achieved by increasing the capacity of HE institutions towards DL, the development of DL digital pedagogy, and the expertise and purposeful use of digital technologies.

Implementation of the European Child Guarantee - Promoting Inclusive Education in Greece Phase II

The main objective of the project is to pilot the implementation of the deliverables of the project titled “Promoting Inclusive Education: Addressing Challenges in Legislation, Educational Policy and Practice”, which aimed at the promotion of inclusive reforms in the Greek educational system. Emphasis has been given on the reinforcement of the inclusive role and functioning of the educational support structures, and the strengthening of general schools so that they can respond to the diverse needs of their students (including those with special needs) successfully.

Our World

The subject of the training was the inclusion of people with autism in social activity through the education of employees of non-governmental institutions and the promotion of informal education. During the training training, which took place on September 23-30, 2018 in Zaździerz, employees of the third sector, teachers, social workers, psychologists from 12 partner countries had the opportunity to share their experiences in working with people with autism spectrum. Within a few days, they presented achievements and good practices both from their organizations as well as shared knowledge about therapy and social activation of people with autism spectrum in their countries. The training resulted in the creation of the “Activity Packet” – an instructional brochure for employees of the organization who want to familiarize their co-workers and volunteers with the subject of autism. In addition, support networks were established and areas of further cooperation between partner organizations were proposed.

Overcoming the Challenges of Autism during the COVID-19 Pandemic

The design of the project and its timeline were guided by the need to answer the following questions:

  • What do we need to be aware of to address issues of concern to autistic youth now during the pandemic, how can we address these issues and make tangible recommendations to be addressed in future research, policy and practice .
  • The participants were youth workers working in partner organizations who actively participate in the work of organizations or cooperate with them and are interested in working with youth in the field of autism and social inclusion.

The goals of the project were:

  • Involvement of 23 youth workers from across Europe in an experiential learning program with leading European experts in the field of autism, inclusion and disability;
  • Define the challenges faced by young people with ASD during the pandemic so that staff, student, youth disability workers, leaders, teachers, educators, trainers, facilitators and volunteers should know to provide appropriate care and how to better anticipate and meet the needs of these particular young people;
  • To introduce participants to relevant and effective tools to support young people with ASD through physical activities and online tools, and provide opportunities to test these methods in practice;
  • Using an international group of participants as a space to learn individual roles and competencies in relation to the topic of the training;
  • Sharing the best experiences and creating new bridges of cooperation among our promoter partners;
  • Broadening the knowledge of participants about the Erasmus+ program in order to provide participants with the opportunity to work as multipliers and the possibility of using the program in further activities of participants, thus increasing the quality of Erasmus+ projects.

ACTIvE- Job coACh, supporTIng school studEnts with Autism Spectrum Disorder to acquire independency


  • Promote social inclusion starting with school education through a holistic approach. Thanks to the external
    collaboration of the Job Coach educator profile, school systems as a whole will be empowered to support students with special needs.
  •  Provide educators working in school contexts with innovative Continuous Professional Development
    opportunities to deal with ASD students (competences to increase social and personal autonomy of ASD
    adolescents using psychological and educational best practices);
  • Develop a long-lasting relationship among all actors in school (families, teachers, headmasters, NGOs working
    with autism, external stakeholders);
  • Promote social inclusion through talent development;
  • Create synergies at local and European level to develop innovative practices for inclusive Europe with a bottom-up approach.


  • Direct TG:  Educators working in school context (psychologists, professional educators) aiming to enhance theircompetences in relation to autism.
  • Indirect TG: ASD students, teachers, headmasters, families.

ChildIN-ChildIN - Training Childminders for inclusion


  • Providing specific blended training for childminders for children with special needs, by focusing on autism. The reason for this choice is related directly with the need expressed by the communities to which the partners of the consortium belong, and to a general need of Europe related to the increased diagnosis of Autism Spectrum Disorder in children.
  • ChildIN will provide appropriate skills, knowledge, effective strategies and locally-appropriate training contributing then to the improvement of the learning offer for childminders, and to the improvement of quality offer to care recipients.


  • This will impact directly on the addressed target group, childminders, and on the final beneficiaries of the action, families dealing with autism, contributing therefore to increase well being of the overall community – through inclusive practices, quality of training and care, improved professionalization and employment conditions.
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