Putevi inkluzivnog učenja: prilagođavanje programa obrazovanja odraslih za osobe sa stečenim motoročkim smetnjama

The project envisions a transformative impact on various key stakeholders, addressing the urgent need for inclusiveness practice in adult education, particularly focusing on individuals with acqui...

The project envisions a transformative impact on various key stakeholders, addressing the urgent need for inclusiveness practice in adult education, particularly focusing on individuals with acquired motor disabilities. Specialized training for adult educators/trainers to improve competencies in inclusive teaching methodologies is aligned with with the priority "Improving the competencies of educators and other personnel involved in education and leadership". The initiative is indirectly aimed at adult students with acquired motor disabilities, with the aim of removing obstacles in education (theme: disability), improve accessibility and improve their employability (theme: employability). Directly by addressing the needs of this specific demographic, the project aligns with the overarching priority of “Inclusion and diversity in all areas of education, training, youth and sports". The strategy implies the adaptation of existing programs, providing a tailored approach that takes into account the unique requirements of persons with motor disabilities.

The project encompassed a series of structured activities, including coordination meetings aimed at defining the implementation plan and delegating responsibilities among project teams. A comparative analysis of the educational and legislative frameworks of the three participating countries was conducted to ensure relevance and adaptability. Based on these findings, a training manual applicable across all partner countries was developed. Info-sessions were organized to raise awareness about the needs of persons with disabilities (PWDs) and to gather valuable feedback from potential users of the manual, which was then integrated into its final version. Lastly, the project results and the finalized manual were promoted to relevant stakeholders and interested parties to support broader dissemination and impact.

The project resulted in several concrete outcomes, beginning with the establishment of a clearly defined framework for collaboration through the initial meeting, which clarified roles, responsibilities, and expectations among partners. Expert consultations provided practical insights into inclusive education tailored to the needs of adults with acquired motor disabilities, which were translated into actionable guidelines and strategies for future activities. Continuous stakeholder engagement, particularly with advocacy groups, ensured that feedback guided the refinement of project approaches, keeping them aligned with real-world needs. Crucially, individuals with lived experience were actively involved, ensuring that the project was co-created with those directly affected. As a result, the project not only produced practical tools but also raised awareness within local communities, fostering broader dialogue and long-term commitment to inclusive education practices.