SAID: School Assistance - Inclusive & Digital

The Erasmus+ project “SAID – School Assistance Inclusive & Digital” was founded on the fact that the digital divide still disproportionately affects people with learning disabilities (PwLD). The p...

The SAID project aimed to empower people with learning disabilities (PwLD) for support roles in schools in the digital field. The goal was to demonstrate that every person, whether with or without disabilities, possesses unique competencies and can also acquire specialized skills. By developing a curriculum for vocational education in disability support as a framework, it should be ensured that PwLD across Europe could be qualified this new profession. A learning program, tailored to the needs of PwLD, should ensure the development of essential key competencies. Identifying key factors for an inclusive learning environment should ensure that all actors and this project can work together and learn from each other. To guarantee that all project content was developed with the target group rather than for them, PwLD were actively involved in all phases through a participatory process. The implementation phase aimed to actively contribute to building a more inclusive society. School classes in all three partner countries (Austria, Finland, Ireland) should benefit from the support and expertise of the Digital Coaches and use the opportunity to interact with and learn from PwLD as experts.

The SAID project activities carried out by the consortium led to the successful implementation of four key project outcomes. The research conducted during the analysis phase, designed as a mixed-methods approach, provided essential insights into the experiences of school assistants, the effectiveness of the support mechanisms already implemented in the international project, and the challenges and opportunities for introducing the program in the partner countries. The findings from the analysis phase formed the basis for the subsequent development of a comprehensive curriculum to qualify individuals for the new profession of school assistance in digital education. During this phase, a participatory process involving the Advisory Board led to the definition of the new professional title, resulting in the term “Digital Coach” (for Ireland) or “DigiCoach” (for Austria and Finland). The curriculum served as the foundation for developing teaching materials and learning designs for all four modules. Based on the principle of multimodality, learning videos and interactive LUMI learning materials were created to enable DigiCoaches to independently revisit relevant content as often as needed. Learning cards for DigiCoaches were developed as a portable support tool, providing quick access to key classroom content. Peer experts from the Advisory Board played a crucial role in testing and refining these materials. For educational staff in inclusive vocational training institutions, a methodological guide was developed. During the implementation phase, this guide was tested with professionals in the field and adapted to local contexts to ensure its relevance and usability. The third phase of activities also built on the results of the first analysis phase. The practical trial and adaptation of the methodological guide, as well as its translation for partner organizations, were carried out during and after the implementation phase, incorporating feedback from educational experts and trainers delivering the training program within their organizations. In the final phase, a handbook for schools was developed, providing a roadmap for the sustainable integration of DigiCoaches into education systems. Alongside these core activities, the consortium managed effective communication, leadership, and dissemination strategies, culminating in a successful SAID conference in each partner country (Austria, Finland, and Ireland), where the project outcomes were presented. With all tools, curricula, and methodologies completed and shared, the project leaves behind a lasting legacy, promoting inclusion and innovation in education systems. Additional key activities of the consortium included communication management, both internally among project partners and externally with associated partners, as well as the effective dissemination of project updates to the broader community. Each partner was responsible for project management tasks, such as time tracking and budgeting, ensuring that project coordination was maintained at every stage. The final project outputs were presented to a wider audience at SAID conferences (Multiplier Event 2). Throughout the project, updates and information about the curriculum, its content, and the project itself—as well as the work of the partners—were shared via the project website and newsletters in all partner languages.

The most important outcome of the SAID project was the creation of a new professional field for DigiCoaches for people with disabilities and learning difficulties (PwLD). This aimed to create new opportunities for people with disabilities to participate in the labour market. The results from the analysis phase were summarized in Project Result 1 and presented in both English and German. They formed the foundation for the three subsequent project results. The second project result includes the SAID curriculum for training DigiCoaches, along with corresponding multimedia learning materials and printable PDF materials (available in German, English, and Finnish). The curriculum is structured into four content modules (M1_Digital Basic Skills, M2_Media Literacy, M3_SAID Toolbox, M4_Social and Communication Skills) and a general section covering the didactic and methodological approach of the SAID training program. Module 1 – Digital Basic Skills – serves as the starting point of the training program and is mandatory for all other modules. After successfully completing Module 1, the remaining three modules can be taken in any order. The SAID training concept for educational staff supporting PwLD was presented in the SAID Methodology Handbook (Project Result 3). This serves as the foundation for training preparation and implementation within the SAID training (Train the Trainer concept). It was practically tested and critically evaluated within the implementation phase in each partner organization. The methodology handbook is available in German, English, and Finnish. As the fourth project result, the SAID Handbook for Schools was created. This handbook contains key recommendations and guidelines for the successful implementation of the SAID project and the work of DigiCoaches in the classroom, supported by vocational education providers. The handbook for schools is available in German, English, and Finnish. During local multiplier events, the project results were shared with other people with disabilities, teachers, and professionals in the social sector. The complete SAID concept is available on the website www.saidproject.eu to enable the training of DigiCoaches across Europe.