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KA2 - Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships for adult education

The role of adult education in supporting the de-institutionalisation of people with disabilities in the community

KVPS Training with people with disabilities ‘look at each other through a motion’.

KA2 Erasmus + Progress Report “Unlocking Freedom through Adult Education” Grant Agreement No. 2015-1-IE01-KA204-008666 2

Agreement Number 2015-IE01-KA204-008666

PROJECT PROGRESS/ INTERIM REPORT

Contents .......................................................................................................................................... PROJECT PROGRESS/ INTERIM REPORT ......................................................................... 2

PROJECT PROGRESS: ...................................................................................................... 4

PROJECT MANAGEMENT & IMPLEMENTATION ............................................................ 8

PROJECT CONSORTIUM ............................................................................................... 12

INTELLECTUAL OUTPUTS .............................................................................................. 13

Intellectual Output 1: Basic training needs assessment methodology for people with disability ....................................................................................................................... 13

Intellectual Output 2: Training programme (delivered through train the trainer) and manual for Independent living skills. ........................................................................... 16

Intellectual Output 3: Deinstitutionalization in an institution: comparative look at the experience of professional and young adults with intellectual disabilities ................. 16

Intellectual Output 4: Toolkit and publication on nutritional support through the de-institutionalization process .......................................................................................... 19

Intellectual Output 5: IO 5 Adapt and test a transition training programme for people with disabilities so that it can be delivered in a mainstream local adult education centre .......................................................................................................... 20

Intellectual Output 6: Development of a curriculum on supporting successful transition of people with intellectual disabilities into the community to be used in mainstream education centres and community facilities. .......................................... 22

Intellectual Output 7: An inclusive Train the Trainers Programme to deliver the curriculum and training developed in Output 05 and Output 6 .................................. 23

Intellectual Output 8: The development of an E-Learning Platform to collate the Intellectual outputs and materials generated through the activities, and shared through open source means. ....................................................................................... 23

Intellectual Output 9: Policy document on de-institutionalisation and adult education ..................................................................................................................... 24

MULTIPLIER EVENTS and TRANSNATIONAL LEARNING/TEACHING/TRAINING ACTIVITIES .................................................................................................................... 24

IMPACT AND SUSTAINABILITY ..................................................................................... 25

FINANCE ....................................................................................................................... 26

GENERAL SUMMARY .................................................................................................... 26

APPENDICES ................................................................................................................. 27


SUBMISSION Programme Erasmus+ Action Key Action 2 Strategic Partnerships Call 2014 PERIOD COVERED BY THE REPORT From 01 – 09 – 2015 To 31 – 06 – 2016 PROJECT IDENTIFIERS Grant Agreement No. 2015-1-IE01-KA204-008666 Grant Agreement Start Date (DD-MM-YYYY)

01 – 09 – 2015

Grant Agreement End Date (DD-MM-YYYY)

31 – 08 – 2018

Project Title And Acronym

Unlocking Freedom through Adult Education: The role of adult education in supporting the de-institutionalisation of people with disabilities in the community

Name of Beneficiary Organisation

Disability Federation of Ireland (DFI)

Name and Position of Authorised Signatory (Legal Representative)

John Dolan Chief Executive Officer

Address of Beneficiary

Disability Federation of Ireland Fumbally Court Fumbally Lane Dublin 8 D08 TXY8

Request of additional pre-financing

No request of additional pre-financing

PROJECT SUMMARY Please provide a short summary of the project including its main aims and objectives, target group(s), short description of project consortium, short description of project results, impact envisaged.

This is a three year project due to finish in 2018. The central objective of the project is to support the de-institutionalisation of people with disabilities across Europe through adult and community education. Overall, the most


relevant horizontal priority related to the objectives is to ‘reduce disparities in learning outcomes affecting disadvantaged learners’. This project aims to reduce disparities in learning outcomes for learners with disabilities, in particular by supporting people to participate in non-formal high quality educational opportunities that are built around their personal educational needs. In addition, the project activities go further by targeting staff, adult educators and the communities to meet the need to re-integrate people with disabilities who have been institutionalised in society or are at a stage of transition. The second priority selected is to 'improve and extend the offer of high quality learning opportunities tailored to individual adult learners, including through innovative ways of outreach'. In this instance, the adult learner is the person with a disability, mainly intellectual. Often formal education opportunities are out of reach to adult learners with disabilities and the educational programmes and curriculum have been designed at too high a level or without taking into consideration their needs or interests. This project aims to breach that barrier by tailoring educational programmes across partner countries to the needs of the individual learner, using interesting and innovative methodology. The target group includes the most vulnerable who are people living in institutions or who are in a transitional phase within the community. Therefore, the training is very much focused on developing basic skills around independent living and transition training to support successful re-integration in the community and citizen engagement. The use of the train the trainer model is innovative in itself with people with disabilities being trained in selected European countries to deliver training to other people with disabilities or adult educations and community service providers. The last priority selected is the development of ‘adult educator’s competences’. The fact remains that structural and attitudinal barriers still exist to prevent people with disabilities from accessing courses offered through adult education in mainstream settings. Adult and community educators, staff, family and the community at large can make broad assumptions on a person’s capacity or ability to participate. Therefore, this project has also built in activities around challenging these assumptions among the wider circles of support of people with disabilities. In particular, they include the staff from the institutions or disability service providers and the adult and community educators themselves.

PROJECT PROGRESS:

Please give an overview of the general progress of all project activities including project management and implementation, intellectual outputs, multiplier events, TTL activities and specifying any changes from the approved application. Project Management and Implementation This project is led by the Disability Federation of Ireland (DFI) who initially brought interested partners together for the purposes of developing the initial funding application. This has been a successful initiative to date largely due to the significant experience and capacity of each of the partner organisations coupled with a shared


focus on achieving innovative new ways of supporting people with disabilities achieve access to mainstream education in support of their transition into the community and out of institutional based settings. The seven partner organisations of the project are:

1. Centre de la Gabrielle (CLG) 2. Disability Federation of Ireland (DFI) 3. Kehitysvammaisten Palvelusäätiö (KVPS) 4. Maynooth University 5. Service Foundation for People with Intellectual Disabilities (ICSS) 6. Stewarts Care Ltd 7. University of Paris-Est Creteil (UPEC)

The first number of months of the project allowed for the integration of the project into the existing work of each partner organisation. In the first six months two transnational (TN) meetings were held in Dublin and Paris (Appendix 1 and 2 attached separately). The initial meeting focused on establishing a sense of teamwork among partners, naming the priority areas of project management requiring structure, scoping out the working methodologies for each activity of the project and agreeing the membership of key committees to support overall project management. The second meeting established further the Steering Committee for the team, sharing the plan of work around key Intellectual Outputs and presenting DFI’s proposed structure of reporting around financial monitoring and evaluation. At this stage of the project, in March 2016 the lead for the project within DFI Louise McCann left the organisation and Cathy McGrath took over the role. One of the immediate actions when taking over the project was to establish and internal monitoring group to strengthen DFI’s internal support to the project (Appendix 9). Within the timeframe between March and November 2016 the activity of the project required flexibility and significant teamwork to respond to a number of key challenges as outlined below. The evidence, in the results of the IO delivered upon by project partners to date is a testament to the professionalism and significant capacity of the partners individually and as a team to work through issues in support of the overall delivery of the project objectives. The third meeting of the team allowed for a valuable discussion, through the exercise of IO9 which is focused on exploring the policy context, around the different context of work for each partner organisation based on their county of origin. The recognition of difference between countries and the impact this has on the practical impact of the project outcomes locally was a key outcome of the meeting. As a result DFI, in it’s survey to members of June 2016 developed a section aimed at capturing the context of each partner organisation for inclusion in reports developed within the later stages of the project (Appendix 18). The meeting also provided for feedback to the financial monitoring of the project as well as the draft monitoring and evaluation strategy. Intellectual Outputs The delivery of activities within each of the intellectual outputs has been successful to date. The partners have each identified ways of working together and achieving key project goals as laid out within the project application and outlined below. In terms of challenges, due to staff turnover there has been a necessary review of the IO 3. After significant work between all partners involved, a revised proposal has


been developed, presented to Léargas and approved. Any impact on the delivery of the proposed Multiplier Events and Learning Teacher Training Event. This impact will be explored at the Transnational Meeting #4. There has been as slight amendment to the work of IO 4. The initial project application refers to phase 2 ‘Centre de La Gabrielle will test and implement the methods with 3 adults in a process of independent living’. However, the use of the tool on a concrete example is not possible because the three people with disabilities who were due to be living independently by the end of 2016 are not yet ready for such a personal change. Recognising this, the output must be supported to response to the circumstances of those involved. CLG are planning now to provide in this IO more than a tool for people with disabilities themselves. Now, the aim will be to provide the tool for those supporting the individual with a disability. Staff will be supported to evaluate a person’s nutritional requirements and any issues they may. This will provide for a more flexible approach to responding to the needs of the person with a disability irrespective of their progress in transitioning into Independent Living.

Transnational Meeting #1 Lunch in Dublin


Transnational Meeting #1 Planning

Participants of KVPS session – learning to express opinion using yes or no cards


PROJECT MANAGEMENT & IMPLEMENTATION

Please give a summary of the management of the project including: Time management The project has successfully delivered results from activities under each of the IO’s as per the gantt chart aside from:

- The timeline for delivery of IO5 which was changed to recognise the yearly schedule of the adult education centre (Appendix 23 and 24).

- The delivery of IO3 was late to commence due to changes in the proposal. - The delivery of IO8 has been delayed and will be a priority focus for DFI and

the team into the coming months. - The priority focus for project partners to date has been the

establishment of the project and there’s been little to disseminate until this autumn. DFI is exploring the options around an EPlatform for implementation in early 2017.

- The development of a shared online space for partners has proven challenging to establish. ‘shared space’ as an entity was established by DFI however that, and the follow up suggested model of drop box proved too technically difficult for most partners to operate. It is hoped that the EPALE website will give the appropriate supports to this shared space something partners would definitely benefit from.

While the timeline of deliverables of the project have not been effected per se (even in the absence of the online shared space partners have communicated effectively and the project has been promoted by partners) it is worth noting the slippage in these areas and the steps DFI will take to address them through:

- The formalising of project management structures (eg use of minutes, development of project activities teams for each activity etc)to ensure accountability and transparency across all the activities of the project going forward.

- The development and implementation of core project management Strategies outlined below.

Milestones achieved IO1 and 2 1. Training needs analysis completed with the participants. 2. Results from Stewarts Care and ICSS complied. 3. Desk research on relevant documents and information. 4. Contribution to other partners outputs. 5. Training needs assessment methodology with self-assessment instrument for

independent living skills developed and tested in Bulgaria and Ireland; 6. 12 people with intellectual disabilities participated in the training needs

assessment and shared their needs and express an interest to the forthcoming training.

7. Development of Independent Living Manual IO4 8. Elaboration of the questionnaire for the nutrition's tool. IO5 9. Train the trainer - curriculum and training (currently in Finnish).


10. Co-operation with the adult education center to deliver the transition training as part of the curriculum of the center.

11. Translation of the "This is how I manage" –tool. Communication arrangements put in place including a list of transnational project meetings held so far Three Transnational Meetings have been held so far: 1. Transnational Meeting #1 held in Dublin on 09 and 10 November 2015 (Appendix

1). 2. Transnational Meeting #2 held in Paris on 22 and 23 February 2016 (Appendix 2). 3. Transnational Meeting #3 held in Tampere on 26 and 27 May 2016 (Appendix 4). - After each TN meeting an evaluation form is circulated to inform the next

meeting, to date there has been no significant changes needed to the format of the meetings.

- Each partner has direct contact with DFI as lead on a regular basis – monthly extending to weekly as required. In regard to the delivery of their project activity, meetings are listed in the updates of the IOs below.

- As they emerge issues are dealt with in a timely manner, by phone, email and skype.

- In the instance of IO3 an extra 3 day meeting was held in Dublin to respond to the situation and develop a joint solution.

Management resources developed (e.g. templates, strategies) - Templates for minute taking (as per Appendix 1 , 2 and 4). - Online survey to facilitate feedback from partner organisations. - Online survey of evaluation to each TN Meeting. - Terms of reference for the Steering Committee (Appendix 3). - Terms of reference for the Quality and Evaluation Monitoring Committee

(Appendix 6). - Strategy for the Dissemination and Exploitation of activities (Appendix 7). Monitoring and evaluation tasks undertaken - In the overall context of monitoring and evaluation DFI have had direct and

consistent engagement with partners as the initial IOs have been developed and implemented. Each partner has been in contact with DFI updating on the progress of the work and flagging any concerns or delays in a timely manner.

- Throughout March and April DFI supported KVPS in addressing the query from KVPS to consider how to secure appropriate payment of those self-advocates or family members who share their stories to others during the project. DFI addressed this using it’s own template Volunteer Agreement (Appendix 17) which was approved for use by Léargas.

- A significant amount of time and priority focus for DFI has been spent in regard to the IO3. Initially DFI worked directly with UPEC to explore the constraints and challenges of the organisation in delivering the activities of the IO as laid out in the initial application. This continued with a 3 day meeting face to face in Dublin including DFI, Maynooth University, Stewarts Care and UPEC. DFI facilitated the meeting and supported the process with a translator for Alex.

- The Quality and Evaluation Monitoring Committee is established with a terms of reference in place and with partners of the committee meeting regularly via skype and phone. The strategy drafted by DFI was not approved at the third


transnational meeting of the project team and this reflects the challenge in identifying what would be the most appropriate tools for this project to facilitate the recognition of the unique yet overlapping outcomes of the project activities. This has taken more time than initially anticipated. A further draft Strategy has been initiated by DFI taking on board the approved methodology of Erasmus+ projects as well as including the ‘Most Significant Change’ form as proposed by the committee and is for review by the committee and wider project team at the next TN meeting (Appendix 21 and Appendix 22).

Structure for the financial and risk management - There have been two templates developed and delivered to partners for the

purposes of monitoring financial expenditure across each of the partner organisations.

- The initial version was found by both partners and Léargas alike as being too labour intensive and superfluous to the requirements of financial monitoring.

- The mobility tool was then presented to partners for their use which was found by partners as complicated to respond to.

- In recognition of revised templates and procedures pending by Léargas DFI have delayed delivering them to partners. It is anticipated that they will be ready for the next TN meeting.

any activities concerning dissemination undertaken by each Partner: - The team discussed and developed the project logo. - DFI have developed a general easy to read guide to the project (Appendix 19)

which has been uploaded to a new Facebook page for the project activities as well as a page on it’s website:

https://www.facebook.com/ka2project/ http://www.disability-federation.ie/index.php?uniqueID=11139

- DFI have developed a more detailed flyer to the project (Appendix 20) and circulated it.

- Partners have fed back to DFI on their dissemination activities in an online survey June 2016 as outlined below:

https://www.facebook.com/ka2project/

http://www.disability-federation.ie/index.php?uniqueID=11139


Please provide an updated Gantt Chart where necessary. (Appendix 24) Please provide a description of project management and activities planned in the upcoming months. - Strengthening of the Project Steering Group

To respond to the needs of the project over the coming period, recognising the increase number of staff involved from each partner country, this will be progress at the next TN meeting.

- Formalising DFI staff support to specific IO activity The value of the DFI internal monitoring committee has been the strategy support delivered by key staff in areas of their unique expertise to date. Toni Gleeson and PJ Cleere both have roles of representation nationally in regard to Congregated Settings as well as locally having roles in supporting the delivery of training and capacity building within local communities. DFI have further resources which can be brought to bear – where appropriate and subject to the partner’s consideration, in the delivery of the project


activities. - Roll out of revised financial methodology Recognising the timelines for reporting will remain the same. DFI will invest its time now on the populating of the online mobility tool as the reporting tool for regular updating. The impact for partners will be discussed at the next TN meeting. - Development of the revised strategy for the Quality and Evaluation Monitoring

Committee. This has been a source of significant discussion and meeting between the committee. The nuance and complexity of the IOs had proven challenging when arriving at an appropriate model of monitoring and evaluation which all partners can engage with. However DFI is focused on ensuring a stronger formal structure of reporting is in places with layers of supporting documentation to substantiate the progress of activities. It is worth noting that in hindsight the methodology of online survey did not yield adequate results. In the development of this progress report an online survey was circulated, which required direct one to one follow up with each partner to more fully inform the feedback provided by each partner. This was a time consuming albeit valuable exercise. The same impact was felt when circulating an online survey of evaluation of the most recent TN meeting. Going forward in regard to project updates we will consider providing individual templates instead for updating and at the next TN meeting hard copy evaluation forms will be circulated . Furthermore the impact of the financial monitoring tools when exploring the reporting of supporting information by partners to DFI will need to be consider to avoid duplication of reporting. - Development of the IO 8 and implementation of the wider Dissemination and

Exploitation Strategy DFI will be working with partners at the next TN meeting to identify the appropriate structure to support this work going forward.

- Review of Multiplier Event 2 and 3 and the LTT DFI will continue to facilitate, support and inform this conversation from a project management perspective. The discussion with partners in support of CLG will take place at the next TN Meeting and brought back to Léargas for further feedback.

PROJECT CONSORTIUM

Please briefly outline how the partnership is working together specifying any issues or changes.

The partners are working in a uniquely collaborative and supportive manner enabling the project to grow and learn from each other. The impact of the changes to the IO3 highlights how so far already this significant impact has been met with significant support and solidarity between partners. DFI worked directly with UPEC on the development of a proposal between March and July 2016. To support the genuine immersion of the proposal throughout all of the project, DFI decided to hold a meeting in Dublin between UPEC, DFI, Maynooth University and Stewarts. This was held over three days and partners from Ireland lend direct support to and time around understanding the revised proposal, editing it where necessary and providing an opportunity for Alex from UPEC to become familiar with the project in a real way, in meeting with both partners and seeing their work in action. This gave a great


sense of support to UPEC, who had no previous opportunity to meet with partners and will secure a stronger sense of involvement in the project at the next TN meeting.

INTELLECTUAL OUTPUTS

Intellectual Output 1: Basic training needs assessment methodology for people with disability

1. Start date of this output: October 2015 2. Envisaged end date: August 2016 3. Leading Partner and participating Partners: Institute for Community-based

Social Services Foundation (ICSS) (Lead), Stewarts Care. 4. Methodology used

- Conducted desk research including literature report and developed training needs assessment methodology with practical assessment tools for people moving into independent living (in English and Bulgarian)

- Training needs assessment piloted among 24 people with ID disabilities in Ireland and Bulgaria (photos, filled assessment tools, presentation with the results)

5. Tasks undertaken by each Partner in relation to particular activities (A1, A2, etc.)

A1. Initial discussion meeting and presentation (See separate doc Appendix 15 ICSS Stewarts Care IO1 and 2 ppt) delivered to Project Transnational Meeting - October 2015. Project team established including : Including staff from key partners of ICSS in Bulgaria - Steli Peteva and Stewarts Care in Ireland - Debbie Kelleher and Emer Murphy. Overview of the IO by Cathy McGrath of DFI. A2. Development of materials including story boards, easy to read documentation – for meeting with adult learners with disabilities to tell them about the project and confirm their participation – October 2015- March 2016. A3. First skype meeting with project team to share information on existing methods that could be shared or adapted to the needs of Stewarts and ICCS held on 6 November 2016. A4. Evaluation process and indicators for monitoring quality and progress agreed within the general project delivery. This mostly took the form of checking in regularly with participants to ensure full consent and understanding of their role within the project (eg slide 4 in Appendix 15 where service user interest in participating on the course was presented and fed back to partners through thumbs up thumbs down exercise). A5. Circulation of material on methods of needs analysis as agreed at first skype meetings to facilitate partners to adapt and improve their assessment method based on the new information they receive from the partner organisation. Examples -

1. The Service User Strengths and Supports Inventory (SUSSI) - Adapted for Stewarts Care Ltd from the version compiled by St. Michael’s House;

2. “This is how I do: A person-centered tool of describing support needs” - Aarne Rajalahti, Service Foundation for People with an Intellectual Disability – KVPS material;


3. The Journey to Citizenship - Deinstitutionalisation in Finland - The Centre for Welfare Reform;

4. Tennant Handbook (Cluid Housing Association), 5. DI - the way forward - EASPD

A6. Translation of new methods shared by partner countries as required. Examples –

1. Translation of the whole methodological package into Bulgarian in order to be used during the training needs assessment process;

2. Methodology description; 3. Assessment tools; 4. Consent forms.

A7. Second skype call to talk about the methods that will be tested – held on 16 February 2016. A8. Series of meetings and sessions held with people with disabilities and their support staff to prepare them for the training. Clarified ethical approval is granted if necessary. Practically, this was rolled out in the following manner: ICSS conducted meetings in Sofia, Bulgaria, with the support staff of Day Centre “Svetove” for people with intellectual disability (ID), Sheltered living for people with ID and Centre for Integrated Education. The project was presented; the assessment process was discussed and planned in details (place, dates, and people with disabilities to be invited). After these meetings, the supported staff of each service consulted on a one to one basis with the participating people with disabilities in order to give them all the information on the project and to discuss their potential support needs. During this process of needs assessment, the ICSS team provided individual consent forms to be discussed and filled by the individual participants. The consent form provides information about the ERASMUS Programme, the project, its activities and process. All the people with disabilities consulted with went onto agreed to participate in the research and in the project. Step 2: Testing of method Phase Feb 2015-March 2016 (M6-M7): A9.Stewarts care and ICSS jointly agreed a method for evaluating the training needs of the people with disabilities in this pilot. Between both countries 12 people already living the community were identified in need of extra support and 12 people moving from an institution to community living (as outlined in the process above in Step 1). Target group in Bulgaria includes 13 people (in total) with light to moderate ID (5 males and 8 females; 17-35 age range). A10.At the February transnational meeting in France ICSS had the chance to meet the project team face to face, to refine the process and further discuss the progress made to date. At the meeting, after the joint presentation of O1 of ICSS and Stewarts, all partners had questions about the process of needs assessment, the linkage between the needs assessment results and the training programme and process itself. Specific experience and feedback were shared. Step 3: Linkage Phase April-June 2016 (M8-M10) A10. Both partners identified educational and training supports in the community and supported the group members to access these. In practice, ICSS has worked directly with the support staff of Day Centre “Svetove”


for people with ID, Sheltered living for people with ID and Centre for Integrated Education. The support staff are very interested to support the process and declared their interest to participate in the training under the project and the continuing training in their centres. A representative from Sofia University “St. Kliment Ohridski” was informed about the project, its aims and activities, as well as the need of integrating training of people with disabilities for independent living skills within the educational programme for informal and formal education, but with the needed resources and support. Discussions were held in regard to appropriate training materials (easy-to-read), the process of training (not long sessions, breaks, etc.), the training hall and transportation (if needed). Step 4: Review Phase July-August 2016 (M11-12). A11. The evaluation methodology is currently being developed and will be continuous and involve regular meeting with the participants with disabilities for feedback and to collate research data. It will be overseen by the projects Quality and Evaluation Monitoring Committee. 6. Tasks still to be undertaken in relation to particular Intellectual Outputs This IO is now complete – see separate document Appendix 14 IO1 Final Report. The outstanding task will be in the dissemination of this report to partners and the loading of the report onto the e-platform. Support documentation:

Appendix 15 ICSS Stewarts Care IO1 and 2

Appendix 14 IO1 Final Report The review of existing tools started during the implementation of the activities related with Output 1 and continued in Phase 1 of Output 2. Materials and methods developed and used by Stewarts Care (Ireland), KVPS (Finland) and Centre de Gabriel (France) were distributed among the partners and were used by ICSS. In addition; training programmes from partners in Bulgaria were shared and used for the training concept and design Input by Stewarts Care:

We completed the training needs analysis with the participants.

We complied the results both ours and those from ICSS.

We completed the desk research on relevant documents and information.

We contributed to other partners outputs.

We have been working with our own participants.

Interview with participants for training needs analysis

Develop easy read documentation.

Sharing results and information with our Bulgarian partners.

Liaising with Maynooth University in setting the advisory group.

Literature Review.

Collated pertinent Information.

Developed and tested tools.

Interviews completed.

Results complied.

Accessible consent form developed 7. Where required, description of any subcontracting tasks undertaken and


planned N/A

8. Languages available English and Bulgarian

Intellectual Output 2: Training programme (delivered through train the trainer) and manual for Independent living skills.

1. Start date of this output April 2016

2. Envisaged end date June 2017 3. Leading Partner and participating Partners ICSS 4. Methodology used

Identify needs of trainers and learners.

Discuss manual template, content and methods. 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) A1. Project Planning meeting to scope the work involved in the design of 5-day training programme jointly between ICSS and Stewarts Care work A2. Draft design completed including main topics for learning, appropriate individual and group methods, training materials and handouts, appropriate breaks, training room, other training components. A3. Identification of 5 important skills completed through each group of skills (Self-Care Skills, Household Skills, Understanding Skills, Social Skills and Interpersonal Skills). A4. A template for the training sessions planning and conducting was prepared in order to structure each topic with common elements. The template includes – list of independent living skills per group, description of the concrete skill for training, main concepts and key words, exercise for self-assessment, exercises for skill development, feedback. A5. Skype conference (with participation of Steli, Debbie and Emer) on 4 August 2016 was delivered in order to discuss the template and the training design. A6. Draft manual complete (Appendix 16 ICSS Stewarts Care Independent Living Skills Manual) Tasks still to be undertaken in relation to particular Intellectual Outputs Develop training and finalise the manual. 6. Where required, description of any subcontracting tasks undertaken and

planned 7. Languages available Bulgarian / English.

Intellectual Output 3: Deinstitutionalization in an institution: comparative look at the experience of professional and young adults with intellectual disabilities

1. Start date of this output September 2015 2. Envisaged end date


June 2018 3. Leading Partner and participating Partners University of Paris-Est Creteil (UPEC) 4. Methodology used The research aims to collect and analyze focus discussion groups of professionals working with young adults with disabilities and interviews with users. They will be asked about their professional experience and life at the Centre de la Gabrielle. How do they each utilize the devices targeting social participation and deinstitutionalization. The main objectives of the research are:

to identify psychological obstacles when professionals have to consider deinstitutionalization and to overtake them through discussion groups

to analyse the experience of young adults with intellectual disabilities at La gabrielle through interviews

to make a cross-analysis of this two experiences to understand what their representations of deinstitutionalization are.

The research will be qualitative. It is based on discussion groups and non-structured interviews:

The group of professionnals is composed by teachers and educators, representing several services at La Gabrielle. The group will meet once a month for three hours. The researcher leads the group. He invite a member of the group to freely discuss his work by recounting professional situations. After those three hours, the researcher collects what was said.

The non-strutured interviews: Some of the members of the group (about 6) are invited to a non-structured interview with the researcher to talk about his experience in CLG and in the discussion group. Each interview must be fully transcripted (One hour = One day).

With the young adults with intellectual disabilities: The researcher will utilize a mechanism already in place at the Centre de la Gabrielle in which video interviews of young adults with disabilities representing the various services of the Centre are carried out by two videographers. This approach will enable an understanding of the experiences and needs of these young adults. interview must be fully transcripted.

In the mean time, the researcher has to make a review of literature about deinstitutionalization.


A1. December 2015: preliminary work A2. January 2016: First proposal drafted. A3. February 23 2016: Centre de la Gabrielle organized a meeting between Jean Caffier and I, representing UPEC, and Louise McCann, from DFI, the former project coordinator. A4. March 8: meeting at la Gabrielle: the first version of the proposal is discussed. A5. March 11: phone point between Charlotte Huber and I about the proposal #1. A6. April 6: phone point with Charlotte Huber. A7. April 12: phone point with Charlotte Huber and finalization of proposal #2. A8. April 19 : phone point with Charlotte Huber.


A9. April 26: phone point with Charlotte Huber. A10. May 3: phone point with Charlotte Huber about proposal #3 A11. May 13: Skype between Charlotte Huber, Toni Gleeson and I. A12. May 17: work between Charlotte and I about proposal #4. A13. May 26: Phone point between Charlotte, Cathy McGrath and I. A14. June 9: I meet operational managers of La Gabrielle to go further about the research setting (which kind of methodology, who into the focus groups, etc.). A15. June 13: Work between Charlotte Huber and I on the draft agreement between UPEC and CLG. A16. June 16: Skype point between Ployé Alexandre, Cathy McGrath and Charlotte Huber. A17. June 17: Phone point with Charlotte. A18. July, 3, 4 and 5: Visit in Ireland; different meetings with Stewarts Care, Maynooth University and DFI. First day: meeting with Stewart care’ staff; we have been visiting three adults with intellectual disabilities living by their own. In the afternoon, discussion of my proposal with Maynooth university. Diner with them and Toni Gleeson. Second day: Meeting with Stewart Care in the morning. Discussion about the whole project and my proposal. Phone call between Cathy and Toni reported by Toni. Skype call between La Gabrielle and I about the proposal. In the afternoon: meeting with yond adults with intellectual disabilities in Maynooth University, about the development of a mainstream curriculum for people with disabilities in the University. Third day: Meeting at DFI, Dublin: discussion about the management tools of the project. A19. July 11: meeting with Charlotte about the latest proposal. 6. Tasks still to be undertaken in relation to particular Intellectual Outputs Phase 1 September 2016 to June 2017: A1. The researcher will develop the agenda for a discussion group (August 2016) A2. Discussion group will be run open to different professionals from the Centre de la Gabrielle (educators, teachers) who work with young adults with intellectual disabilities on a daily basis. The researcher leading the group will invite a member of the group to freely discuss their work by recounting professional situations. This work will allow for hearing of the professional’s unconscious perceptions concerning disability, thus constituting the research material. This research approach is based on the idea that certain negative perceptions of disability hinder daily work and constitute barriers to deinstitutionalisation. This device is also a training device insofar as it allows the professionals to be made aware of these unconscious perceptions and transform them. The group will meet once a month for three hours from September 2016 to June Step 2: Individual unstructured interviews will add to this work to deepen the analysis of the perceptions of professionals. June 2017. A4. The researcher will utilize a mechanism already in place at the Centre de la Gabrielle in which video interviews of young adults with disabilities representing the various services of the Centre are carried out by two videographers. This approach will enable an understanding of the experiences and needs of these young adults. The analysis will allow for a cross-analysis of the experience of users and that of


professionals. Step 3: Understanding the Irish perspective. A5. To provide a counterpoint to what will be analyzed in the Centre de la Gabrielle, the researcher will lead 4 non-structured interviews with professionals and users of Maynooth University and Stewarts care. Probably in September 2017. 6 persons max. 2 days in Ireland. 7. Where required, description of any subcontracting tasks undertaken and

planned n/a 8. Target groups People with intellectual disability and their support staff who do not work in areas of nutrition but would be best places to support the individual. 9. Languages available English and French

Intellectual Output 4: Toolkit and publication on nutritional support through the de-institutionalization process

1. Start date of this output November 2015

2. Envisaged end date April 2018

3. Leading Partner and participating Partners Centre de la Gabrielle

4. Methodology used Development of simplified dietary habits questionnaire and physical activity and sedentary levels assessment


A1. 2 meetings per month between the CLG’s European project Manager and the Doctor are made since February 2016 in order to ensure the progress of IO4. A2. Creation of the questionnaire

A3. Semi-structured interview with an educator: simple questions about her/his daily routine in terms of eating habits and physical activity level. A4. Analysis of information by the educator to review her/his behavior. A5. Draft version of the questionnaire presented during the 3rd Transnational Meeting in Finland A6 Questionnaire continually worked upon due to two elements that are relevant to enrich our work: • Dr. Manh currently training on therapeutic education and many elements can enrich substantially the interest of our IO4 • A CLG’s obesity platform for people with mental disabilities living outside the institution is being opened - tracking people together in this platform and testing of our questionnaire on their health changes are a serious source of data collection for our publication. This subject is well within the theme of education to encourage deinstitutionalization. 6. Tasks still to be undertaken in relation to particular Intellectual Outputs


M12 - M18 | Step 3 & 4 “Analyze & Recommendations” : A1. First version of questionnaire and explanation on the evaluation process will be presented at the 4th Transnational Meeting in November. That will be the occasion to see if there is similar approach in our partners’ countries (notably about therapeutic education) and see if our process if applicable in our partners’ countries. A2. Identification of bottlenecks A3.Listing the actions to address the bottlenecks on long-term A4. Listing the immediate improvements to make the adult autonomous concerning the monitoring of his health on the short-term M16 - M24 | Step 5 “Concrete example” (hypothetical) A5. Test the recommendations on PWID who will live outside the Gabrielle M25 | Step 6 “Train the trainers session” A6. Share experience of the past four years to our partners, including professionals of our partners company who may have a nutritional approach (additional knowledge) in order to be able to do a diagnosis of the health of their users & set up a monitoring. The continued dissemination of this IO activity continues under the heading of the Multiplier Event described below. 7. Where required, description of any subcontracting tasks undertaken and

planned 8. Target groups People with intellectual disability in an autonomous process as well as staff working in not-related to nutrition but who can be a support to people with intellectual disabilities in an autonomous process 9. Languages available French / English

Intellectual Output 5: IO 5 Adapt and test a transition training programme for people with disabilities so that it can be delivered in a mainstream local adult education centre

1. Start date of this output: September 2015 2. Envisaged end date May 2017 3. Leading Partner and participating Partners KVPS with support from all partner organisations. 4. Methodology used Transition training includes several types of methodology: learning by doing, expert by experience, person-centered planning, This is how I manage -tool, peer-support etc.. 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) Phase 1 “KVPS to adapt the programme in consultation with the local adult education centre ‘Valkeakoski-opisto‘. KVPS will also work with them to make their services and building as accessible as possible. Finally, KVPS and the adult learning centre will work together to select adult educators to be trained to deliver the ‘transition training programme’. 4 months (M14-M17)”


A1. Initial internal project planning meeting held in KVPS offices, Tampere on 04 September 2015 to agree project parameters and strategy of staff. A2. Joint project planning meeting between KVPS and our local adult education centre (Valkeakoski-opisto) held in their offices on 13 October 2015 to review email communication focusing on agreeing revisions and suggested approaches to addressing the physical and general accessibility of the Valkeakoski-opisto for people with disabilities. A3. Internal project planning meeting held in KVPS offices, Tampere on 03 December 2015 to review status of the project to date. A4.Joint project planning workshop held in Valkeakoski-opisto between KVPS and Valkeakoski-opisto. Aim to review project activities to date and to agree on the choice of adult educators to be trained to deliver the transition training programme. A5. Skype meeting with DFI on 30 March 2016 to meet Cathy McGrath as new Lead Coordinator to the project and discuss project challenges and status to date along with general project update. A6. Skype meeting with DFI on 11 May 2016 to agree final version of the agenda for the 3rd Transnational Meeting to be held in Tampere. A7. Internal project planning meeting held in KVPS offices, Tampere on 13 April 2016 to plan the transitional training course. A8. 50 internal emails and approximately 100 external emails between partners and KVPS to support project activates outlined above. Phase 2 KVPS to deliver ‘train the trainers’ programme to teach adult educators to deliver their adapted ‘transition training programme’. To add value to this phase and make the training more innovative, KVPS will take the learning from IO2, which included a train the trainer element for people with disabilities. Therefore 2 adults with disabilities will be included in the class with 2 transition programme trainers and they will be working together to co-deliver the ‘transition training programme’. 3 months, including preparation and delivery. (M18-M20) A9. Workshop – how transition training can support persons with disabilities and family members (12.1.2016, Adult education centre) A10. First Train the trainer meeting (7.3.2016, KVPS office). A11. Second Train the trainer meeting (21.3.2016, KVPS office). Introducing the “Toolkit for Family members in times of transition”: Different kind of tools for the meeting with the family members, for example a tool on how to deal with different kind of emotions. A12.Third Train the trainer meeting (4.4.2016, KVPS office).

6. Tasks still to be undertaken in relation to particular Intellectual Outputs Phase 3 Testing the adapted training programme in a mainstream adult education centre. The training programme will be piloted and delivered over 10 days in Valkeakoski-opisto adult learning centre with 15 people with disabilities, family members and support persons. The trainers will be one adult educator and one person with a disability who have completed the ‘train the trainer’ programme (phase 2). 1 month (M21) A13. Meeting with the adult education centre staff – planning the future training (1.9.2017)


Phase 4 Evaluation report drafted with recommendations. The same evaluation methods for the 'transition training programme' will be used in the folk high schools as had been administered in the segregated settings - self assessments and feedback (questionnaires, observations, interviews). Therefore comparison can be made and improvements done if required. A report will be written and policy lessons captured. (2 months) (M22-23) Phase 5 Dissemination of project results. The project results will be disseminated through the umbrella group of the adult learning centres with the view of extending the pilot nationally. The learning will be shared with partners through an organised study visit. It will involve workshops and peer-trainings where KVPS can deliver the “transition training” to all of the partners. After that they can disseminate the results in their own countries and can also use the materials in their own activities. The study visit will coincide with the transnational meeting in Finland (Sept 2017). Translation costs for materials are in exceptional cost budget. (M25)

7. Where required, description of any subcontracting tasks undertaken and planned Translation - This is how I manage tool. Voluntary agreements.

8. How open access is ensured to each Intellectual Output 9. Target groups

People with disabilities and their family members in times of transition from congregated settings into community based supported independent living.

10. Languages available Finish and partly in English

Intellectual Output 6: Development of a curriculum on supporting successful transition of people with intellectual disabilities into the community to be used in mainstream education centres and community facilities.

1. Start date of this output February 2016 2. Envisaged end date May 2017 3. Leading Partner and participating Partners Maynooth University, with support from all partners. 4. Methodology used Curriculum Design 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) A1. Preparatory work 6. Tasks still to be undertaken in relation to particular Intellectual Outputs A1. Initiation of working group A2. Curriculum design A3. Recruitment of participants 7. Where required, description of any subcontracting tasks undertaken and

planned 8. Target groups Community education and service providers supporting those moving into


community 9. Languages available English

Intellectual Output 7: An inclusive Train the Trainers Programme to deliver the curriculum and training developed in Output 05 and Output 6

1. Start date of this output February 2017 2. Envisaged end date April 2017 3. Leading Partner and participating Partners Maynooth University and KVPS 4. Methodology used 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) A1. preparation work for implementation of train the trainer programme in Irish pilot 6. Tasks still to be undertaken in relation to particular Intellectual Outputs A1. Implementation of train the trainer programme in Irish pilot 7. Where required, description of any subcontracting tasks undertaken and

planned 8. Target groups Community educators and service providers in the community supporting people w/disabilities moving into the community 9. Languages available English

Intellectual Output 8: The development of an E-Learning Platform to collate the Intellectual outputs and materials generated through the activities, and shared through open source means.

1. Start date of this output January 2016 2. Envisaged end date June 2018 3. Leading Partner and participating Partners Previously led by Stewarts Care DFI will be conducting this piece of work going forward. 4. Methodology used DFI are in the process of identifying the appropriate methodology for delivery of the EPlatform. DFI have registered on the EPALE website and begun adding members of the project to it. 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) 6. Tasks still to be undertaken in relation to particular Intellectual Outputs This IO will be developed in line with the overall dissemination and exploitation strategy. Workplan forthcoming over the coming month.


7. Where required, description of any subcontracting tasks undertaken and planned

8. Target groups Individual people with disabilities, family members, carers, friends and staff of organisations of and for people with disabilities, mainstream adult education service providers, wider stakeholders within partner governments and the EU. 9. Languages available English / to be confirmed

Intellectual Output 9: Policy document on de-institutionalisation and adult education

1. Start date of this output January 2016 2. Envisaged end date June 2018 3. Leading Partner and participating Partners ICSS and each partner organisation to input into 4. Methodology used Research and Analysis 5. Tasks undertaken by each Partner in relation to particular activities (A1, A2,

etc.) A1. Preparation of National policy document template and information table for national legislation review focused on deinstitutionalization and adult education of people with disabilities A2. Collate and gather literature - Jan 2016 –Jan 2017 A3. Edit each country specific report to ensure consistency - Feb 2017-June 2017 A4: Analysis of each country specific report to identify broader policy lessons and recommendations - July 2017- September 2017 6. Tasks still to be undertaken in relation to particular Intellectual Outputs A1. Write the report and publish it on the e-platform, EPALE and EU Commission Dissemination Platform - October 2017 – March 2018 7. Where required, description of any subcontracting tasks undertaken and planned Translation of the report 8. Target groups Decision makers; Adult educators; Service providers; Universities. 9. Languages available English and Bulgarian

MULTIPLIER EVENTS and TRANSNATIONAL LEARNING/TEACHING/TRAINING ACTIVITIES

- The Multiplier Events and TN LTT Activities are taking place towards the later part of the project timeline and the workplan for each of these are currently being developed and will be discussed at the next TN Meeting.

- Each of the partners working together through the activities of the IOS as presented above are consistently referring to and considering the impact of


their work on the proposed ME and LTT. - In particular, the impact of the revised proposal for IO3 is now one of concern

for ME 2 and 3 and the LTT. DFI have been in constant discussion with CLG in this regard and the conclusion to these discussions is outlined in A

IMPACT AND SUSTAINABILITY

Please describe any impact on participants to date, including participating organisations, target groups and other relevant stakeholders.

- The impact on participants of the training has been very positive todate, however is still at the early stages. Participants have been presented with the concept of the project and brought into understanding what the project may mean to them and to this end the feedback has been positive, with participating people with disabilities interested in continuing to engage with the project. Further evidence of personal satisfaction in participating on the project will be developed over the coming months.

Please describe the impact of the project at local, regional, national, European and/or international levels (if applicable at this stage of the project).

- This is not yet the time in the project to expect significant impact. - However in the context of the IOs outlined above, the work in Finland

delivered through KVPS has recognised already the milestone of co-operation with the adult education center to deliver the transition training as part of the curriculum of the center. This is itself highlights the success already of the project in changing hearts and minds of community settings in terms of engaging with and supporting fully, the role of people with disabilities within mainstream adult education service provision.

- Going forward, the advisory group being established by Maynooth University under IO 6 will facilitate a structure where by key stakeholders of the mainstream adult education community may learn from and support the innovative practices of this project.

- it is noteworthy that at national level in Ireland there is significant interest in the relevancy of the pending programmes of training for direct replication in a local setting by DFI member organisations and stakeholders. DFI is involved in project delivering train the train and models of co-facilitated training by community based trainers and individuals with disabilities. This project – Community Participation Training Network (CPTN) have as a Network expressed strong interest in bringing the innovative practices. Please describe how the above impact was measured including methods, tools, indicators, etc. Feedback from participants has been received through thumbs up / thumbs down questionnaires delivered within the IOs as outlined above in IO1.


FINANCE

Please outline how the project is working within the project grant and any planned changes to the grant headings. The project is currently adhering to the project budget and there are no plans currently to change the grant headings. There is an outstanding query to the spending around TN meeting budget for UPEC who were not in a position to attend these meeting and this will be discussed at the next TN meeting as well as with Léargas for advice.

GENERAL SUMMARY

Please identify the immediate future plans for the project including any potential contract amendments.

The immediate plans for the project are focused around the following key areas:

- Maintaining the successful delivery of the active IOs and respond to the requirements of IOs due to be delivered upon for the duration of the project.

- Develop more robust and transparent structures of communication and reporting with partners through the development and implementation of the Quality and Evaluation Monitoring Strategy aimed at ensuring that the project activities are supported in real time – those currently active and those yet to come.

- Implement dissemination and exploitation strategy. - Populate the mobility tool online and deliver a revised financial reporting

approach to partners. Transnational Meeting #3 project team:


APPENDICES

SIGNATURE

Legal Representative of the Beneficiary John Dolan

DFI Chief Executive Done at Disability Federation of Ireland on Friday 11 November 2016

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