Wyzsza szkola pedagogiczna im. Janusza korczaka w Warszawie, Poland
Ecoistituto del friuli Venezia Giulia, Italy
Interdisciplinary Network of Special and Intercultural Education INCLUDE, Greece
Saricam Halk Egitimi Merkezi, Turkey
National Association of Municipal Clerks in Bulgaria, Bulgaria
The principal objective of the EliSE project is supporting parents of children with behavioral disturbs realizing an educational parent-training module for “fair traveling” in European countries and an educational toolkit.
This project foresees four Intellectual Outputs:
IO1: Model representing the various aspects which characterize travels of families with children affected by behavioral disturbs. It consists of a descriptive model for Fair Traveling that represents the main features of:
the typical behaviors of these families;
their objective and subjective issues;
the possible solutions (with the underlying theoretic references as well as best practices, constraints, and barriers).
IO2: Online collaborative learning infrastructure. This IO aims at implementing the online collaborative learning infrastructure creating a smart learning environment. Our online learning infrastructure provides users with collaborative tools designed for this specific purpose as well as services such as forums, links, wiki, etc. and a repository of best practices.
IO3: Blended learning module for educators: “Supporting families with children affected by behavioral disturbs”. This IO aims at educating educators to support families with children affected by behavioral disturbs. Our learning module is designed according to ECVETT principles. On this purpose, learning activities foresee outcomes which refer “knowledge”, “skills”, and “competences”. Following the ECVETT principles, for each learning outcome, partners will establish precise results that will be validated and evaluated.
IO4: Toolkit for Fair Traveling and Policy recommendations. This IO aims at implementing:
An interactive toolkit (the "Fair Traveling" toolkit) for supporting families of children with special needs when they are traveling as well as social educators;
Recommendation for social educators; social services; companies delivering travel services
The project's impact includes:
more active participation in society (social educators, parents, children, and stakeholders); • improved competences, linked to professional profiles (social educators);
better understanding of practices in education and training (educational institutions);
more strategic and integrated use of ICTs and open educational resources (OER) in education and training (for educators, parents, and educational institutions);
reinforced interaction between practice, research, and policy (educators, Parents’ Associations, Policymakers, Travel services companies).