Competitive Projects

Book on the Training Of Employment and Work of People with Disabilities and Special
Difficulties in the Special Employment Centres of Catalonia

Title: Book on the Training Of Employment and Work of People with Disabilities and Special Difficulties in the Special Employment Centres of Catalonia

Members: Ricardo Esteban and Carolina Gala

Financing: 8000€

Financing entity: DINCAT

Summary:

The “Book on The Training of Employment and Work of People with Disabilities and Special Difficulties in the Special Employment Centres of Catalonia (CET)” is a strategic document that points to the axes to be developed and, within this framework, the project focuses on the preparation of legal reports on the following topics:

  1. A Report on proposals regarding retirement pensions, permanent disability and access for people with disabilities affected by special difficulties
  2. A report on the orientation of the special employment relationship of people with disabilities in RD 1368/1985 and the incentives for people with special difficulties
  3. A report a] with proposals on the regulation of the right of return of people with disabilities to the place in CET in case of difficulties and b] with proposals on the adaptation of social protection care devices –fundamentally, non-contributory pensions, minimum vital income and regional minimum income- to the situation of people with disabilities, especially those who work or go to work part-time.
Fostering social inclusion for all through artistic education by developing support for students with disabilities. (INART-dis).

Tittle: Fostering social inclusion for all through artistic education by developing support for students with disabilities. (INART-dis).

Members: Mar Badia, Rosa Fortuny, Ester Miquel, Mar Morón (IP), Toni Pérez, Xavier Ribes i Josep M. Sanahuja (IP).

Partners: Instituto Politecnico de Lisboa (Portugal), Pádagogische Hochschule Steiermark (Austria), Association for Promotion of Education, Culture, and Sport EDUCATION FOR ALL Skopje. North Macedonia, Universidad de Cantabria (Spain), Thikwa Werkstatt für Theater und Kunst der Nordberliner Werkgemeinschaft (Germany)

Code: 621441-EPP-1-2020-1-ES-EPPKA3-IPI-SOC-IN

 Financing: 624.217€

 Financing entity: EACEA

Summary: The purpose of INART-dis project is to bring art and culture closer to students with disabilities in order to develop social inclusion through artistic creation spaces to facilitate inclusion processes. Through this project it is intended that people with disabilities of several territories of the European Union have the experience of making their own artistic creations in order to promote self-determined behavior in these people by creating inclusive artistic spaces in which people with disabilities, educators and professionals of the cultural institutions participate.

The general objective of the project is to disseminate and scale up by replicating good practices on inclusive education and promoting common values, initiated in particular at local level to different contexts and implementing it at a higher level. To achieve this objective the consortium members made up of Cersin and collaborating entities which are indicated above promote inclusive education and training and fostering the education of disadvantaged learners (people with disability) through fostering educational staff, through the dissemination and scaling up of inclusive good practices by developing and implementing inclusive methodologies through Arts Education.

The INARTdis project will be developed during three years in four phases. The first phase detects the needs, barriers and opportunities to develop socio-educational processes that favour the development of social inclusion. In the second phase professionals from educational centers and the museum will be trained in related to inclusive and artistic education and how it plays an important role in the development of social inclusion processes. In the third phase the project will carry out the design and the implementation and evaluation through the creation of inclusive and creative spaces in museums from each partner’s context with its own features, policies and strategies. And in the last phase synergies will be created that promote the sustainability of the project.

Five target groups will participate in the implementation of this project: people with disabilities, cultural and educational institutions and their professionals, directly; and social, educational, policy and cultural stakeholders and the social and cultural community of each territory, indirectly.

For more information: https://inartdis.eu

Promoting inclusive education through curriculum development and teacher education in China (INCLUTE).

Title: Promoting inclusive education through curriculum development and teacher education in China (INCLUTE)

Members: Mar Badia, Rosa Fortuny, Xènia Garcia, Oscar Mas, Mar Morón, Antoni Pérez i Josep M. Sanahuja (IP)

Code: 561600-EPP-1-2015-CN-EP

Financing: 629.204; 133.040 (UAB)

Financing  Entity: Education audiovisual and Culture Executive Agency (EACEA)

Abstract: The research on inclusive education emphasizes investing in training for existing teachers and school leaders as well as for new teachers and understanding that teachers need support. China is not disconnected from these issues. However, there are some barriers to develop inclusive education in society such as attitudes, teacher training and a lack of participation within the vulnerable groups of society. Currently, the Chinese government has made some effort; e.g. implementation of the national policy named Learning in Regular Classrooms and ratification of the Convention on the Rights of Persons with Disabilities at the policy-making level. But this educational policy must be accompanied by other measures that have an impact on educational practices and school management, especially on the training of teachers. Against this background, this project helps to contribute the demand for highly educated teachers at the primary school level can be tackled, and universities in China can be encouraged to take European standards into consideration. This project is innovative because it focuses on the topic of inclusive education for supporting teacher training for Chinese primary school teachers. It is the first time a Masters is being created in China in the field of inclusive education with its own characteristics and it will be designed in such a way that it can easily be transferred to interested universities. The project will adopt these new approaches developing new types of courses for teachers with a strong emphasis on inclusion and peer learning, including good practices, scenarios and case studies. A website on inclusive education will be created. It is going to enhance not only what teachers are able to do practically but also to promote learning for leaving, learning to know, learning to do, learning to live, learning to be; in short, learning values, attitudes, creative and helpful teaching strategies in order to ensure education for all students.

For more information: www.inclute.eu

Classroom support staff for secondary education.

Title: Classroom support staff for secondary education

Members: Xènia Garcia, Oscar Mas, Josep M. Sanahuja

Collaborating entity: Education department

Summary: This innovative proposal is based on the relationship between the Rovira-Forns Institute of Santa Perpètua de la Mogoda (due to it being considered a centre of practical classes) and the UAB’s Psychopedagogy Master’s Degree.

During this relationship, the Rovira-Forns Institute has shown interest in improving the attention of students with specific educational needs (SEN) in the context of the ordinary classroom. The Unit for Special Education Support (USEE) of the Institute considers improvement strategies that can be introduced to facilitate collaboration between the USEE and teaching staff of ordinary classroom subjects with students that attend the USEE. In addition, the Department of Education of the Generalitat of Catalonia supports the initiative that aims to develop new ways of addressing diversity in secondary education.

From this perspective, the intention of this study is to integrate the collaborative work between teaching staff and USEE teachers in the usual dynamics of the Institute and begin to develop an inclusive culture based on good inclusive practices starting from the analysis of three key axes: inclusion, attitudes and beliefs towards inclusion and shared teaching. From a quantitative and qualitative methodological point of view, this case study has been carried out in order to evaluate the role of the teaching staff of the USEE in ordinary classrooms and thus to find out about their functions and tasks. In this way, the cooperative work of the classroom teacher and support teacher (CT-ST) is to be enhanced in the ordinary classroom context in order to develop effective methodological strategies that improve the teaching-learning process.

Improvement of the quality of life of elders in El Roure.

Title: Improvement of the quality of life of elders in El Roure

Members: Josep Maria Sanahuja (Co-IP), Antoni Pérez, Mar Morón, Xavier Ribes and Mar Badia (Co-IP)

Number: 16985

Code: CF616070

Financing Entity: Polinyà Town Council

Amount: € 18,072.56

Abstract: The project aims to identify the needs of the current and potential users of the social house of the municipality of Polinyà, analyzing the difficulties and/or motives that the potential users wield as to why they are not making use of it, and identifying opportunities for improvement in the general organization. Some lines of intervention will be established to improve the organizational development of the social house and measures will be taken to increase the number of users.

StepForME – Steps Forward to Meaningful Employment of young people with emotional well-being problems after the Covid-19 pandemic.

Title: StepForME – Steps Forward to Meaningful Employment of young people with emotional well-being problems after the Covid-19 pandemic.

Members: Mar Badia, Rosa Fortuny, Toni Pérez i Josep M. Sanahuja (IP).

Partners: iSocial Foundation (coordinator) (Spain), Aunua Academy (Ireland), Chance B Gruppe (Austria), Tenenet (Slovakia)

Code: 2021-1-ES02-KA220-YOU-000028863

Financing: 130.447€-16.050€ (UAB)

Financing entity: INJUVE

Project end date: November 2023

Summary: The aim of the project is to improve professional practices aimed at strengthening the employability of young people with emotional well-being problems aggravated by the pandemic, through innovative and effective community intervention practices supported by digital tools. The specific objectives to be achieved include (1) identifying the difficulties of access to the labour market for young people with emotional well-being problems aggravated by the pandemic, through a digital participatory process; (2) identifying innovative and effective practices in the use of existing technologies and digital tools to strengthen the well-being and employability of these young people; and (3) translate these practices in terms of professional skills and tools for youth workers, by developing guidelines and designing, implementing and evaluating training modules for more effective community and socio-occupational intervention with young people presenting these difficulties.

Governance in Inclusive Education (GovInEd)

Title: Governance in Inclusive Education (GovInEd)

Members: David Gutiérrez, Ester Miquel, Noemí Santiveri i Josep M. Sanahuja (IP).

Partners: University College of Teacher Education Styria (Coordinator) (Austria), Bildungsdirektion Steiermark (Austria), Paedagogische Hochschule Ludwigsburg (Germany), Universitaet Leipzig (Germany), Staatliches Schulamt Tübingen (Germany), Libera Universita Di Bolzano (Italy), Provincia Autonoma Di Bolzano (Italy), Departament d’Educació- Generalitat de Catalunya

Code: 2021-1-AT01-KA220-HED-000032205.

Financing: 364.452€-45.430€ (UAB)

Financing entity: AT01 – OeAD – OeAD (Österreichische Austauschdienst)

Project end date: January 2025

Summary: Inclusive education reforms and change processes are complex phenomena on various systemic and policy levels. To ensure true innovation and sustainability, all players, agents and stakeholders need to be actively committed and involved, and updated, on the entirety of ongoing change-processes. The research goals are to explore how and why coordination or implementation does or does not work in all levels of the governance system (multi-level-analyses of governance) and to gain knowledge and expertise that can be shared through professionalization of stakeholders on governance of inclusive education.

Project activities: (1) Establishment of “Regional Multi-level Communities of Practice” to survey the multi-level-system of governance (multi-level-analysis of governance); (2) Development of an advanced “Training and Education Modul”, as well as “Curricula”, including course materials and practical studies (in the governance levels, like policy, school administration) to impact governance of inclusive education systems; (3) Development of a “Web-based Platform with OER”. The platform is designed to provide barrier-free and inclusion-aware access to the research in the four participating countries to all of Europe, even beyond the project period. (4) Organization of Multiplier events, for publicizing and disseminating the results and intellectual outputs of GovInEd.

For more information:
https://govined.eu/