manual International congress (Vienna, 12.11.2015)
This project is funded by
the European Union
InTroducTIon
One of the highlights of the ELLA-Project was the
ELLA-Congress in Vienna on November 12, 2015.
It was one important milestone in the frame of the
three year lasting project ,,ELLA – A European Lifelong Learning Academy – An Education Offensive
For People With Disabilities”.
The congress title „United for Inclusive Education –
Moving beyond traditional learning“ should initiate
the creation of new inclusive education and job
training offers for people with disabilities developed
by the participants with and without disabilities
from 11 European countries and Israel.
When we entered the ELLA project all partners had ideas of different ways of improving the participation and
integration of people with disabilities. In many ways we succeeded, but there is still some work to do. We still
need to develop our inclusive strategies for the participants with disabilities. Next time we organize large gatherings we will offer alternative activities for people with disabilities during the longer speeches in foreign languages
and put a bit less focus on national topics.
We thank all ELLA-partners for their contributions, wish you a good time while reading and looking at the photos
and are open to accept proposals or further suggestions voluntarily.
Christiane Lensch
Project Coordinator for the ELLA- Project Team
ProjecTTeam:
Christiane Lensch,
Christine Halas,
Irmela von Toerne,
Peter Furth
A great challenge for all participating partners who
had the chance to present together with the people
with disabilities the results of their work packages in
different workshops.
Of course it was also a challenge for the organization
teams from Austria and Germany, who coordinated
this inclusive event with approximately 150 participants. The Austrian Federal President Dr. Heinz Fischer
supported the congress as its patron.
This manual shall deliver a small insight into the
ELLA-Workshops, illuminates shortly the contributions
of the Austrian experts and reproduces the complete
Keynote Speeches.
Parts of the manual have been transformed into Easy
English, anyhow it will be necessary to translate the
contents into the national languages to make it
accessible for people with disabilities – this was
shown by the experiences made during the project
course.
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Agreement Number: 2013 - 3444/001 - 001
Table of conTenTs
Introduction/Contents
Programme
Welcome ELLA-Congress
The Approach of Project Furtherances in Austria – Ways of Vocational Inclusion
Enabling the Disabled: Current situation and what the UN is doing for disabled Youth
WP 5: TrainEEE – My Train to Equality, Education and Europe
WP 6: Re-Creation Leisure Time as a Tool
WP 7: The Art of Recycling
WP 8: Theatre – “Exploring Macbeth” and “5 Senses of Theatre”
WP 9: The ABC of Leadership
WP 10: Social Inclusion (Art/Music) Festival
WP 14: The Training Apartment
Other Workshops Parallel Sessions
Round Table discussion
Imprint – Notice
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Page 1
Page 2
Page 3
Page 4 - 5
Page 6 - 10
Page 11
Page 12 - 14
Page 15 - 16
Page 17 - 18
Page 19 - 20
Page 21 - 22
Page 23 - 24
Page 25 - 31
Page 32 - 33
Page 34
Programm:
08:00 - 09:00 h Registration
09:00 - 09:20 h Welcome Hosting Organisation
& Official Opening
09:20 - 09:50 h Keynote Speech
10:00 - 10:30 h Keynote Speech
10:30 - 11:00 h Coffee Break
11:15 - 12:15 h Workshops Parallel Sessions
12:30 - 14:00 h Lunch Break
14:00 - 15:00 h Workshops Parallel Sessions
15:00 - 15:30 h Networking & Coffee Break
15:30 - 16:30 h Workshops Parallel Sessions
16:45 - 17:45 h Round Table Discussion
18:00 h
Open End ELLA Inclusion Party
2 Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Welcome ELLA – Congress
dear ladIes and genTlemen,
I welcome you cordially to our ELLA-Congress. I will
introduce myself at first:
I am Michael Thiele, General Manager of IB Behindertenhilfe, the leading partner in our ELLA-project.
Before I present ELLA, I would like to thank our Austrian project-partner ÖJAB for the great organisation of
this congress!
How did we get the idea for ella?
Many years ago, I met with some friends. We talked
and thought about our vision of Europe, how Europe
should be in the future. We had the dream that
people with special needs and disabilities will be able
to live as everyone else in Europe, in the middle of
the society. We founded an association “Caravan 2000”
and organized a train through Europe.
This journey started at Hadamar, a city in Germany,
and ended in Assisi, a city in Italy. The aim of this journey was to meet people with disabilities and people
without disabilities with their different cultures and
backgrounds and to see, how people live in different
countries. This journey was the beginning of the
development of many, many projects with friends and
partners in foreign countries. In the Caravan 2000 association, the partners have learned from each
other.
What is better in Germany, what is better in Poland,
in the Ukraine, in France, in Turkey and all the other
countries?
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We wanted to take the best from every country and to tell the other partners about it. Now, we have developed
many centers for people with and without disabilities in the Ukraine, Russia, Poland, Serbia, Latvia and Turkey. There
were many meetings with people from different cultures and the network Caravan 2000 became strong. In the
association, people also thought about learning possibilities for people with disabilities. We noticed that there are
not enough offers in many countries. So we had the idea and vision of ELLA. ELLA means European Lifelong Learning
Academy. ELLA shall offer education and learning activities for people with intellectual disabilities all over Europe.
People with disabilities shall not only be students in our project, they shall also be teachers! We want a role change
in our project, we know that some people with disabilities know some things better than people without disabilities
and can teach them what they know!
• 19 organizations from 11 European countries and Israel work together in ELLA. In the past two years
many very interesting and creative activities, workshops and international exchanges have been developed,
inspired by the Convention on the Rights of Persons with Disabilities.
• ELLA aspires to take inclusive education one step further and become the trademark for inclusion in
European adult- and adolescent education.
• An ELLA-Learning-Website has been created where all educational offers of ELLA can be found and so
everyone can profit by ELLA. People with disabilities shall be able to have a self-determined life,
just as every other person in Europe.
• In ELLA, we had workshops for example about preparation for beginning work in the labour market
(WP 5 TrainEEE), recycling and respect for the environment (WP 7 Art of Recycling), forms of
recreational activities and the structure of private living (WP 6 and WP 8), music (WP 10 Social
Inclusion Festival), theatre (WP 9 New Leaders), leaving home (WP 14 Family transition) and many others.
This afternoon, some of the workshops are presented here.
Come and have a look, participate and feel the spirit of ELLA!
I wish everyone an interesting congress and
thank you for your attention!
michael Thiele
Manager IB-Behindertenhilfe
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
KeynoTe sPeecH -
THe aPProacH of ProjecT furTHerances In ausTrIa – Ways of VocaTIonal InclusIon
dr. robert bechina
Expert for
Disability Issues
The Austrian
Federal Ministry
of Labour,
Social Affairs
and Consumer
Protection
robert bechina is an expert for disability issues in
the Austrian Federal Ministry of Labour, Social
Affairs and Consumer Protection.
Born in 1965 and holds a degree in law and as
mediator. He is professor for politics and law at the
Commercial Academy of Mistelbach, Lower Austria.
He has been working as a member of the Austrian
Team, also during the Austrian EU Presidency 2006
in the Ad Hoc Committee for the elaboration of the
CRPD and as national representative in annual
Conferences of States Parties.
The Austrian Federal Ministry of Labour, Social Affairs and Consumer Protection offers a whole range of measures for
the occupational inclusion of people with disabilities.
The aim of the presentation is to give an overview of the Austrian national policy for persons with disabilities
with regard to project furtherances. Considering the obligations after ratifying the UN Convention for Persons with
Disabilities, the perspective is to show how we in Austria, on a national level, implement the UN-Convention and
the Council of Europe Disability Action Plan 2006 - 2015.
The presentation is to show basic ideas behind new services and to give on a principal approach an image of the
structure and architecture how the different services interlock to support,
especially young people with disabilities, in their efforts to find and safeguard jobs.
This helps them to live a more independent and pro-active life as a true member of society.
The focus will be on the following questions:
• What does the individual instrument, e.g. Youth Coaching stand for?
• Who can benefit from and what shall be achieved by the services?
• How do the projects run in practice?
• What are our lessons learned?
The Austrian Federal Ministry of Labour, Social Affairs and Consumer Protection welcomes this exchange of information and best practice and is looking forward to your approaches with regard to the Vocational Inclusion and
European experiences.
As acting Chair of the Council of Europe Disability
Committees (2011- 2014) he has been actively
engaged in the Strasbourg policies in recent years,
representing the Council on various occasions, e.g.
Ministerial Conferences.
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Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
THe aPProacH of ProjecT furTHerances In ausTrIa – Ways of VocaTIonal InclusIon
The austrian government has indeed taken
comprehensive measures with regard to optimise
the labour market prospects, especially for young
people with disabilities.
Key project approaches are:
1.
2.
3.
4.
5.
Youth Coaching
Production School
Vocational Training Assistance
Work Assistance
Job Coaching
The aim of the following explanations is to explain the
transition management,
• to show the basic ideas behind these services
• to give you an idea concerning the structure/
architecture how these services interlock to support
young people with disabilities in their efforts
- to find a job, to enter into the primary labour
market on jobs with “Social Security Law”,
- to safeguard their jobs
- to get jobs back in case of unemployment.
In a nutshell …
youTH-coacHIng
Young people with disabilities are advised and accompanied at the transition school to work. Youth Coaches
look for the vocational perspectives of youngsters and
so stabilize and stenghten their personal and social
situation. Professional information, counseling & support are essential to minimalize the danger of dropping
out of the system.
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ProducTIon scHool
Sometimes young people can’t change directly from school to work (vocational training or on a permanent job) due
to a lack in social and vocational competences and skills. The goal of the Production School is the development of
these basic skills & competences. Competence-development is seen as a precondition for a subsequent successful
vocational inclusion.
VocaTIonal TraInIng assIsTance
This instrument enables youngsters with vocational-placement problems to finalize a successful apprenticeship
or partial qualification and so brings up new chances concerning their vocational career. They and employers get
tailor-made support-offerings either in the prolongation of the stated vocational training or due to the acquisition
of partial qualifications.
WorK assIsTance
The Work Assistance clarifies professional perspectives. It is the central instrument of all the vocational assistances. It is an individual, long-term oriented counselling and support model, 20 years in place of experience. Work
Assistance is one of the most successful support offers for persons with disabilities. Essential is the professionalism
and competence of the individual backing and accompany.
job coacHIng
Job Coaching is a specific intensive measure of the vocational assistances, subsequent to the work assistance. It
is developed for people who need that very intensive support due to a cognitive, learning or physical impairment,
offering direct & personalised support in the workplaces, promoting professional, communicative & social competences.
The lecture is going to explain the above
mentioned instruments and to carve out
lessons learned.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
KeynoTe sPeecH – enablIng THe dIsabled: currenT sITuaTIon and WHaT THe un Is doIng for dIsabled youTH
mag. billy batware
Head, Management,
Strategic Planning
and
External Relations
Regional Academy
on the United
Nations (RAUN)
Between 180 and 220 million around the world are youth with disabilities, nearly 80 percent of them live in
developing countries.
The United Nations through the Convention on the Rights of Persons with Disabilities (CRPD) works to advance
the rights of persons with disabilities in society and development, through key global instruments, e.g. the World
Programme of Action concerning Disabled Persons, the Standard Rules on Equalization of Opportunities for
Persons with Disabilities and the Convention on the Rights of Persons with Disabilities, as well as other relevant
human rights and development instruments. The UN continues to press for actions to increase opportunities for
young people with disabilities.
The presentation will highlight the main initiatives for engaging disabled young people in the UN system, the progress made and some of the gaps especially the ones that the SDGs will be seeking to bridge.
billy batware is the Head of Management,
Strategic Planning and External Relations of
the Regional Academy on the United Nations (RAUN)
and President of United for Education and Sustainable
Futures (UESF).
He holds a BA in Diplomatic and Economic Studies
and a MA in International Security
Studies. He is currently pursuing his PhD in
International Development Cooperation.
Mr. Batware is also a guest lecturer of conflicts and
development and a regular speaker at
different conferences
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enabling the disabled: current situation and what the un is doing for disabled youth
Remarks by Billy Batware, Head of Strategic Planning and External Relations,
Regional Academy on the United Nations
good morning,
The scheduling of this congress is timely and its title “United for Inclusive education: moving beyond traditional
learning” is indeed fitting.
The International Day of Persons with Disabilities1 - It is timely because on December 3rd this year, we will observe the 23rd International Day of Persons with Disability which was proclaimed by the United Nations back in 1992.
The theme for this year will be “Inclusion matters: access and empowerment of people of all disabilities”.
The observance of the Day aims to promote an understanding of disability issues and mobilize support for the
dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived
from the integration of persons with disabilities in every aspect of political, social, economic and cultural life.
MDGs and 2030 Agenda for Sustainable Development
The congress is also fitting because the end of 2015 marks a development journey away from Millennium Development Goals to the 2030 Agenda for Sustainable Development (also referred to as Sustainable Development Goals
– SGS – or post-2015 Development Goals), which is a United Nations universal development agenda adopted by
the General Assembly on September 25th this year. The agenda’s unique approach is its aspiration to leave no
one behind and to have a human rights based
approach.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
In this respect, addressing the rights of young people,
especially young people with disabilities will be crucial in
ensuring the success of the new development agenda.
Inclusive and quality education for them is prerequisite
for our efforts to empower them so that they can empower themselves.
distinguished participants,
ladies and gentlemen,
I would like to thank the organizers, ELLA, LLP, IB and
ÖJAB, for inviting me to this very important congress.
I am particularly pleased to see many young people in
attendance today. And I intentionally single them out
because they, being part of the 2 billion young people
around the world, will play a crucial role in our effort to
issues of inequalities and the achievement of the 2030
agenda for sustainable development. Therefore thank
you for being here. let us remind ourselves why we are
here, at this congress.
some facts
According to a report2 by the UN World Health Organization and the World Bank, more than one billion people
in the world experience disability today.
That is just shy of the entire population of the European
continent and the United States combined.
Nearly 220 million youth with disabilities around the
word (that is about the size of the population of France,
Germany and United Kingdom combined or 2/3 of the
population of USA), nearly 80 percent of them live in
developing countries, are either marginalized or discriminated against. In some cases they face both.
Disability disproportionally affects vulnerable population
– it is more common among women, older people, and
households that are poor.
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Disability is very diverse – although the stereotypical
views of disability focus more on the most affected such
as wheelchair users, blind and deaf people, disability
experience varies greatly.
People with disabilities face widespread barriers in
accessing services (health, education, employment,
transport as well as information).
People with disabilities have worse health and socioeconomic outcomes. Young people with disabilities remain
among the poorest and most marginalized of the world’s
youth. They face discrimination in schools, work places,
and even in their own families.
Attitudes and discrimination linked to disability make
it much more difficult for them to go to school, to find
work or to participate in local activities.
We are here today because we share the same view
that the above factual realities are not acceptable in a
21st Century world where there are more than enough
knowledge and resources to provide everyone with
equal opportunities to flourish. We are here because we
believe that these realities MUST change.
What is the un doing for disabled youth?
The UN has established a variety of instruments and
programs through which it is addressing the issue of
disability. In my following remarks, I will only touch on a
few of those.
The UN continues to press for actions to increase opportunities for young people with disabilities.
Through the Convention on the Rights of Persons with
Disabilities (SCRPD)3 , the UN works to advance the
rights of persons with disabilities in society and
development,
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
through key global instruments such as the World
Programme of action concerning disabled Persons,
the standard rules on equalization of opportunities
for Persons with Disabilities and other relevant human
rights and development instruments.
for example:
United Nations Enable4
• United Nations Enable film festival was established in
2009 by UN DESA to show short films on the commemoration of the international day of persons with disability.
The aim of the Enable film festival is to raise awareness
of disability issues and further promote the full and
effective participation of persons with disabilities in
society.
• United Nations Enable photo exhibition was also
initiated by UN DESA in 2015 with aim to help change
misperceptions and to counter stigma and stereotyping
about persons with disabilities.
• UN forum on youth – example UNESCO youth forum
(created in 1999 to provide young people with the
opportunity to present their concerns and ideas to
member states) – the 9th UNESCO youth forum took
place in Paris on 26-28 October.
• The adoption of the Standard Rules on the Equalization
of Opportunities for Persons with Disabilities by the UN
General Assembly in 1993 was one of the major outcomes of the decade of Disabled Persons (1983-1992). It
provides for the appointment of a special rapporteur
to monitor the implementation of the rules in member
states.
• World Programme of Action Concerning Disabled Persons was adopted by the UN General Assembly in 1982.
It is a global strategy to enhance disability prevention,
rehabilitation and equalization of opportunities,
which pertains to full participation of persons with
disabilities in social life and national development.
The WPa also emphasizes the need to approach
disability from a human rights perspective.
• The appointment of the Special Envoy of the UN
Secretary-General on Disability and Accessibility is
another action taken by the UN in December 2014
following the Human Rights Council Resolution 26/20.
The office of the Special Envoy on Disability and
Accessibility is mandated to make sure that persons
with disabilities are guaranteed the full enjoyment of
all human rights and fundamental freedoms without
discrimination.
It calls for further attention to address the barriers that
persons with disabilities continue to face in all parts of
the world in their participation as equal members of
society.
• United Nations voluntary Fund on Disability supports
the implementation of the World Programme of Action
Concerning Disabled Persons and the work of the Special
Envoy of the UN Secretary-General on Disability and
Accessibility.
20/30 Agenda for Sustainable Development and
disability5
The other crucial instrument the UN has at its disposal
to address inequalities for disabled people is through
the 2030 agenda for sustainable development. The
participation and the engagement of youth in the new
agenda will be crucial to ensure its success. Stressing
the importance of youth involvement at a meeting in NY,
one youth representative Lucia Gareton from
France said of the agenda “It is extremely important
to engage youth, because we are not only the leaders
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Agreement Number: 2013 - 3444/001 - 001
of tomorrow, but the leaders of today,” on the
importance of youth involvement. ”These are our
goals, and the time to get them done is now.”
Targets 8.7 and 8.b address the need to eliminate child
labor and the operationalization of the global strategy
for youth employment.
I could not agree more with Lucia. The new development agenda’s goals 4, 8, 11 and 17 are designed to
address the issue of disability.
If you allow me, I would like to go a little into details to
explain how these goals aim to address the disability
matter.
goal 11 – Make city and human settlements inclusive,
safe, resilient and sustainable.
goal 4 – Ensure inclusive and equitable quality
education and promote lifelong learning opportunities
for all – specifically addresses, in its target 4.5 that by
2030, eliminate gender disparities in education and
ensure equal access to all levels of education and
vocational training for the vulnerable, including persons
with disabilities, indigenous peoples and children in
vulnerable situations.
Target 4.a addresses the need to build and upgrade
education facilities that are child, disability and gender
sensitive and provide safe, non-violent, inclusive and
effective learning environments for all.
goal 8 – Promote sustained, inclusive and sustainable
economic growth, full and productive employment and
decent work.
Target 8.5 of this goal sets forth that by 2030, full and
productive employment and decent work for all women
and men, including for young people and persons with
disabilities, and equal pay for work of equal value should
be achieved.
Target 8.6 aims to substantially reduce the proportion of
youth not in employment, education or training by 2020.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Target 11.2 sets forth that by 2030, we should provide
access to safe, affordable, accessible and sustainable
transport systems for all, improving road safety, notably
by expanding public transport, with special attention
to the needs of those in vulnerable situations, women,
children, persons with disabilities and older persons.
Target 11.7 aims to provide universal access to safe,
inclusive and accessible, green and public spaces, in
particular for women and children, older persons and
persons with disabilities by 20/30.
goal 17 – Strengthen the means of implementation and
revitalize the global partnership for sustainable development.
Target 17.18 aims to enhance capacity-building support
to developing countries, including for least developed
countries and small island developing States, to increase
significantly the availability of high-quality, timely and
reliable data disaggregated by income, gender, age, race,
ethnicity, migratory status, disability, geographic location
and other characteristics relevant in national contexts
by 2010. The above mentioned efforts by the United
Nations are to be commended. But they are only instruments that only states must implement on the ground.
The challenge in front of us
Marginalization and discrimination of youth with special
needs are not only structural issues.
They are social and cultural problems that require a
holistic change of attitude and behavior on institutional
and societal levels.
A special attention should be paid to young female with
disability who face a “double discrimination” first due to
their special needs and second due to their gender. Therefore by addressing this problem, we need an inclusive
approach that bridges the gap between male and female
youth with disability.
It is possible to change course
It has been proved and as we see here in the room, people are making the change. Let me share what I found
out when I was doing my research for this conference:
First - Empowerment through new technologies
According to a study6 conducted by the social policy and
development division of the United Nations Department
of Economics and Social Affairs (UN DESA), young people
with disability have expressed how important new technologies have been changing their lives for the better.
But new technologies are not available to most of the
almost 220 million youth with special needs who live in
poor countries in Africa, Asia and others. In this regard,
the 2030 Agenda for Sustainable Development will play
a crucial role in creating an environment, in those countries, that will advance opportunities to make sure that
no child is left behind.
Second - Knowledge exchange
Exchanging best practice experience and knowledge
on how to address this problem should be done at all
levels. International and regional cooperation is needed
to increase capacity and ensure long term impact. This
includes training and educating the society, employees,
educators and policy makers on how to establish actions
and approaches that are friendly to youth with disability.
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Third - Implementing the Convention on the Rights of
Persons with Disabilities (CRPD)
Countries that have not yet signed the CRPD must do so
without delay and ratify it at the earliest possible. Those
who have ratified must ensure that the convention is
being implemented accordingly and a rigorous monitoring and evaluation (SDGs include a monitoring and
evaluation mechanism of disability-inclusive development) must continue to hold countries accountable
when they are not living up to their responsibilities. In
this regard, countries must cooperate fully with the office of the Special Envoy of the UN Secretary-General on
Disability and Accessibility, the Special Rapporteur and
continue to support the United Nations voluntary Fund
on Disability.
Fourth - Unified action
The UN Secretary General, H.E. Mr. Ban Ki-moon has
called on the UN to unite and deliver as one. The Convention on the Rights of Persons with Disabilities (CRPD)
is giving youth with disability a platform to raise their
voices and make their demands. But we need to do
more. As individual, activist groups, civil society organisations, the private sector and other relevant institutions
must unite as one to challenge norms and behavior that
discriminate against children.
We must continue to raise awareness and campaigning
for change. Because after all, just as much there should
be no discrimination against gender, race, or any type
of orientation, there should be no distinction between
whether a child is born abled or disabled.
Fifth - Speak up and speak out
Finally, young people with disabilities must speak up
whenever they can to make their voices heard and demand their rights from their societies and governments.
We must also speak out against all forms of discrimination against them and be their voices when they fall short.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
What ordinary people can do
At the end of the day though, actions speak louder than
words. So let me ask us this, as JFK (the former USA
President) once said “ask not what your country can do
for you but what you can do for your country.”
So I am asking us, me and you, what are we doing for
our society and our young people with special needs?
This is not a job interview so don’t be compelled to answer but think about it if you are not doing anything.
I am very pleased to see and have read names of many
people in this room today who are doing practical work
to empower our young people. You will hear from some
of them who will speak after me. I believe that educating
abled people is key to improving the situation of the
disabled ones. Because when we talk about discrimination, lack of opportunities, we are actually talking about
both groups.
When we speak about these terms; discrimination,
marginalization, and so forth, we are implying that one
groups is being discriminated against and marginalized
by the other.
my engagement experience
Allow me to share with you what I am doing, what my
team and I are doing in this regard. You will realize that it
is not at all difficult and you can do something too.
In my spare time, I work to support my NGO, United for
Education and Sustainable Futures, to educate young
people about some of the most pressing issues we face,
including human rights.
We believe that if we are to make long term progress
we need a well-educated and more engaged generation
of young people. Through our Youth Education Ambassadors program which we launched in January 2014,
pupils between the ages of 15-18 are trained to become
critical thinkers and global citizens.
Once they have completed workshops provided by our
partners in which we train them to understand the main
principles of human rights, we send them to various
NGOs in Austria and overseas to do practical work such
as teach other young people, help local NGOs, and so
forth.
In doing so, we are not only empowering these young
people, but we are educating them to educate others.
We want to create a society in which young people are
active agents of change, not subjects of problems. We
continue to seek to broaden our partnership and hope
that some of you will express interest to work with us.
At the Regional Academy on the United Nations which
I have the honor to lead, we train young academics,
Masters and PhD students in all issues related to the
United Nations. Since its creation in 2012, we have
trained over 120 students from over 15 countries.
I am pleased that the United Nations is making
progress in recognizing the importance of youth and
young people.
In his last five year plan, the UN Secretary General, Ban
Ki-moon has made ‘working with and for young people’
one of his priority agenda.
In this regard, he appointed the first ever special envoy
on youth in 2013, then 27 years old, Ahmad Alhendawi,
whose task is to advocate for young people’s voice in the
UN system.
Mr. Alhendawi likes to remind us that ‘young people are
driving the change but they are not in the driving seat’.
This is true and we need to change this. The education
programs I am part of - Youth Education Ambassadors
program and the RAUN - can be seen an attempt to
reverse this trend and allow young people to not only
drive the change but do so from the driving seats.
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Agreement Number: 2013 - 3444/001 - 001
close
Let me close with a quote from, probably the strongest
human rights instrument we have, the Universal Declaration of Human Rights, our moral instrument, which, in its
very first article states:
“all human beings are born free and equal in dignity
and rights.”
It is important that the sentence mentions ‘dignity’
before ‘rights’ because dignity is about the ‘person’, it’s
about ‘self’, it’s we are as people regardless of our natural or unnatural abilities.
1 Int’l day of persons with disabilities: http://www.un.org/disabilities/
default.asp/default.asp?id=111
2 World report on disability: http://www.who.int/disabilities/world_report/2011/factsheet.pdf?ua=1
http://www.who.int/disabilities/world_report/2011/en/
3 SCRPD: http://www.un.org/disabilities/convention/conventionfull.
shtml
4 Un Enable: http://www.un.org/disabilities/default.asp?id=17
5 SDGs and disability: http://www.un.org/disabilities/default.asp?id=1618
6 Youth with disability: http://undesadspd.org/youth/resourcesandpublications/youthwithdisabilities.aspx
It is about a person lying on the streets, homeless who
becomes invisible because he or she does not have a
home to live. It is about a woman whose rights are limited because they are women.
And in our context today, it’s about a child with special
needs who is discriminated against by the society and
the system because of their disability. They become
hopeless, they lose their dignity in their invisibility.
So everyone should be afforded their dignity as well as
their rights.
Finally, the Universal Declaration for Human Rights also
calls for all human beings to “act towards one another
in a spirit of brotherhood.” This is a call for us to act to
ensure that other people’s dignity is preserved and their
rights are respected.
Thank you very much!
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Billy Batware
ella – WorKPacKage 5: TraIneee – my TraIn To equalITy, educaTIon and euroPe
The work package Traineee has tried to address the situations and opportunities of people with disabilities regarding the labour market. On paper PWDS have the equal rights when it comes to getting a job.
But the reality that PWDS are facing all over Europe is quite different. Even within the European Union there are tremendous differences of chances of getting a job. The opportunities vary from country to country. In many countries
it is almost impossible for people with disabilities to get a job or even an internship.
With the help of TrainEEE we wanted to point out how important it is to provide work spaces for people with disabilities and that it is not only possible but productive when people with and without disadvantages work together as
an effective team. People made the experience that making use of the various diversities beyond intern and extern
barriers create a new and better quality for all participants.
Traineee was a work package of ELLA.
The project TrainEEE gave people with and without
disabilities the chance to work together. 15 young
people with disadvantages worked as trainees in
Vienna, Austria. The internship lasted one week.
The young people worked as waiters, bakers,
photographers, nail designers, gardeners, cooks,
reporters and in the senior care.
The PWDS had the opportunity to get to know the
real labour market in an experimental environment.
They had the actual chance to get rid of the fear of
contact with the labour market as well as with
“regular” employees. They received a positive
approach to work and strengthened confidence in
their own productivity. The joy of work and the joy
of learning were the main priorities that the partner
organizations had intended. The acquired skills and
competencies which the PWDS gained were
advantages in choosing a career and for their career
starts. This way, participants received a practical
introduction to the labour market without any
pressure and without being overstrained.
11
Agreement Number: 2013 - 3444/001 - 001
Every person has the right to an independent, self-determined life. The right to work is part of this self-determined
living. Only if we all create and establish work fields where people with and without disabilities are able to work
together as equal members, an inclusive society with actual equal rights will be possible regardless of ethnicity,
nationality, religion, sex or disadvantages.
milica stojanovic, Team member
United in Diversity, Serbia
Milica is a 21 years young lady who lives in Nis, South Serbia, with her mother. She is full of fashion and
beauty and she is skilled manicurist. She enjoys doing nails, last year Milica was part of TrainEEE internship week in
Vienna, in frame of ELLA project, she was very successful. Milica has bright spirit, likes to dance and likes writing and
reading. Occasionally she does manicure in “United in Diversity” facility for her friends and other clients.
For one year she works as a waiter
in United in Diversity Social club “Cookie café”, every last
Saturday in a month.
Her wish is to travel to Italy.
she is dreaming to have
her own beauty salon one
day.
Mil
ica sto ovic
jan
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Workshop
ella – WorKPacKage 6: re-creaTIon leIsure TIme as a Tool
dragana stevanovic, Team member, United in Diversity, Serbia
Dragana lives with her family in Nis, city in South Serbia. She is a 28 years old, very responsible and diligent young
lady. She often represents United in Diversity in PR for TV and newspapers. Dragana likes to dance, especially folk
dance. With her friends from United in Diversity she has performances on stage, where she is leading dancer. Writing is her hobby, from time to time she likes to read her letters to whole group. For one year she works as waiter in
United in Diversity Social club - “Cookie café”, every last Saturday in a month.
Dragana likes getting to know new people and friends. She is a very spontaneous, amorous and likeable person. She
likes to travel, and she would like to fly by plane so she can overcome her fear of flying.
The enhancement of quality of life of people
with intellectual disability is not only linked to
increased social participation but also to the
improvement of self-esteem and confidence.
This workshop will focus on the use of leisure
time activities as a non-formal educational tool.
More specifically, it will aim to highlight the
importance of the development of innovative
practices in the field of non-formal adult
education in order to support development and
inclusion of the people with intellectual disability
in the society. Examples of good practice
concerning leisure time activities will be
presented.
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Agreement Number: 2013 - 3444/001 - 001
markos Vlachos, Expert by Experience ESTIA, Greece
Markos is a young man living in Athens together with his mother and two brothers. He is working in the bakery at
ESTIA- Support and Social Care Centre. Markos is a very active person and has quite a lot of work experience from
the open labour market.
When Greece organized the Special Olympics Summer World games 2011, Markos was a paid staff member of the
organizational committee. He was also a member of the Greek Floor Hockey team that won a silver medal in Special
Olympics World Winter Games in Idaho USA 2009. Sports are one of his
biggest interests. Another huge interest he has is travelling.
He just loves to travel to other countries and to meet and make
new friends. One of his dreams is to get a job and to move to
an own apartment with his girlfriend.
He is a member of the ESTIA climbing
team and took part in the Sabor event
in Nis Serbia June 2015.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
dra
gana stevanovic
ella – WorKPacKage 6:
leIsure TIme
Leisure Time activities & social inclusion The importance of active leisure time for people with
disabilities
1. leisure for everyone
What is leisure?
leisure activities are fun things you can do in
your spare time. for example:
•
•
•
•
•
•
swimming
going to the gym
going to the cinema
going bowling
playing pool
doing art, like painting or drawing.
Doing things in our spare time can help us in
lots of ways. For example:
• we can get out and about
• meet people and make friends
• have fun
• get fit and healthy.
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Agreement Number: 2013 - 3444/001 - 001
2. leisure & Inclusion
• Living in the community does not, by itself,
guarantee social integration and inclusion for
persons with intellectual disability
• Social life and leisure participation can be the
beginning of such a process and its impact on the
quality of life
• Over the last 25 years, the lifes of people with
intellectual disability have changed
• Many more people live in the community now
• either with family members
• in foster homes
• or in a supported living arrangement
• One important factor to social inclusion is the
ability to use the free time in a personally satisfying way
• and to build meaningful social relationships
• PWDS often lack this ability
• SUPPORT is needed
• Staff efforts are often directed towards preparing
PWDS to adjust to a life in the community
• Focus on vocational training and independent
living skills
• Fail to recognize the importance of leisure and
social relationships
• Training needed for the use of leisure
opportunities and resources
• Appropriate participation in recreation activities
has been identified as an important factor in
successful community adjustment and high quality
of life
• Studies have shown that people with intellectual
disability participate in leisure activities less often
than people without disabilities
• They often lack the skills essential to social
interaction and self-determination
• Recreation has an important role in the facilitation
of friendship for people with intellectual disability
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
• A life with no friends can lead to feelings of social
isolation, loneliness, reduced self-esteem and
depression
• Everyone needs regular recreation that develops
skills, promotes good health, relieves stress,
facilitates social interactions, and provides a
general joy for living
• Satisfying leisure time for PWDS is as important as
achievements at home, school, and work.
Why should PWds have leisure time activities?
• Simply because they can get many benefits from
participation. One benefit is learning from the
experience
• These learning experiences can be motor for
learning, understanding game directions or
performing a skill
• These experiences may come from involvement
in a structured recreation program
3. Psychological benefits
• perceived sense of freedom, independence and
autonomy
• enhanced self-competence
• better ability to socialize with others
• enriched capabilities for team membership
• increased creative ability
• greater adaptability
• better sense of humor
• enhanced perceived quality of life
• more balanced competitiveness and a more
positive outlook on life
• Most people use recreation time to build
friendships with others
• relax
• keep physically fit
• explore interest
• learn new skills and as a diversion from work
time
• People with severe disabilities often spend a lot of
time with nothing to do
• Due to mobility limitation
• Waiting for someone to assist them
• Participation in play activities and training in play
skills have been related to increase in skills in
other fields
• Create opportunities for persons with disabilities
and nondisabled peers to practice social
interaction and communication behaviors and to
develop friendships
Thank you for your attention.
We wish you all a good congress.
We just would like to finish with an example of good
Practice.
markos Vlachos & Tommy Papp
Estia
www.eseepa.gr
[email protected]
An increase in the constructive use of leisure time may
reduce the need for supervision by others and enhance
independence of individuals with disabilities.
4. a ‘good day’ for people with learning
disabilities
Doing things that have a purpose
Being in ordinary places
Doing things that others would be doing
Doing things that are right for you
Receiving support that meets your needs
Being in touch with local people, meeting people
Developing friendships
dr
ag
an
as
vic
ano
j
teva
o
t
novic & Milica s
vi
no
va
ste
d.
•
•
•
•
•
•
•
c,
T.
Pa
pp
,M
. An
djeli
c, M. Vlachos
14
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
ella – WorKPacKage 7: THe arT of recyclIng
Katerina giannakopoulou, co-founder, manager and scientific advisor
Katerina Giannakopoulou is the co-founder (1996) and president (1998-now) of the Panhellenic Association of Adapted Activities ALMA for persons with learning disabilities, mental retardation and autism, and is qualified scientific
advisor and manager of the day care center ALMA for children and adolescents with learning disabilities and
autism (2008- now). She has a bachelor degree in the field of physical education and a master degree in the field of
„Education and Human Rights-Special Education”.
She has served as a member and as a treasurer of the Executive Board of the Hellenic Paralympic Committee. She is
President of the Hellenic NGO Federation and is a member of the Greek Special Permanent Committee on Institutions and Transparency for the NGO’s and also a member of the committee “ERGO POLITON” that works for the
rights of the NGO’s. Also as certified educator from the National Accreditation Centre for Continuing Vocational
Training (EKEPIS) she has conducting seminars for volunteers and qualified personnel in the field of special supporting services.
This workshop is a part of the work package of the
ELLA Project. We are planning to present our project
as the leaders with photographic documents from
the 3 meetings in Sweden, Greece and Poland.
Our project is about a series of activities such as the
collection of recyclable materials and the direct use
of them to create objects and work of art to understand the usefulness of recycling our daily lives, and
the way it gives a means of expression of art.
Recycling is an art that gives answers and raises issues
related to diversity and acceptance of disability. Also
a person from our team (with disabilities) will express
the personal evaluation and experience from the
participation in the project.
15
Agreement Number: 2013 - 3444/001 - 001
Konstantinos Papagiannis, student
Kostas is 19 years old and he lives in Athens with his parents. He is student of the second grade of the High school.
He loves cooking and baking. When he is given the opportunity he likes to travel and he has great skills in planning
the trips by finding hotels, attractions etc. For six years he was involved in theater group and has starred in three
theatrical performances. He is a member in a socialization group where he arranges excursions, going out and play
bowling. In his free time he is doing sports like swimming and shout put and likes to read books.
eleni mavrikou, Physical educator, Teacher for People with disabilities
Panhellenic Association of Adapted Activities ALMA, Greece
Eleni Mavrikou is a physical education teacher with a MSC in Exercise Physical Education and Quality of Life,
with direction of study “Creative Teaching and Learning“.
Since 2008 she is teaching Psychomotricity at the day care center “ALMA” for
children with autism. Furthermore she is coaching youth and adults with
disabilities in athletics and she is responsible for organizing activities at
weekends and three-day excursions for people with mental retardation
and autism.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Elen
i Mavrikou
The work package “Art of Recycling” started as an idea
presented by the Greek Team with a main purpose to try
through a series of actions to understand the need for
recycling in our everyday lives and the way that gives a
meaning of expressing art.
Recycling was perceived as an art that gives the answer
and evokes questions related to diversity and acceptance of disability.
Having the ability to see beyond an object, beyond its
use, we created from the seemingly useless object,
another one, a new one that is functional.
This is the meaning of the art of recycling, the art of
seeing beyond the obvious.
The final work plan included 3 different workshops, one
in Sweden, the second one in Greece and the last in
Poland with activities organized by each partner.
In the workshops in each country, staff members and 12
persons with disabilities participated who made art of
old, used materials and other things.
The partners are ALMA Panhellenic Association of Adapted Activities from Greece, PSOUU from Poland, and
Medis 5 from Sweden.
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
We gave the opportunity to the local community to realize that recycling is everyone‘s obligation and that people with disabilities can become excellent tutors who can
teach the methods they have learned in school studies
or events run by the local municipality.
It also showed that people with disabilities have the
same sensitivities as other citizens and can be
instrumental in improving the quality of life for all the
community.
It is a fact that nowadays the modern lifestyle and the
hectic paces of our lives affect on ones creativity and the
expression of it. This was another thing highlighted by
the project, bringing up and underline that the expression of creativity is still here for everyone no matter the
circumstances.
Ko
nst
nis
antino apagian
sP
r
te
Ka
16
main objectives of the Project
Art is accessible to anyone who lets oneself be
expressed. Through it we gave young people with
disability the opportunity to express themselves and
create art through the use of recycled materials such as
glass, paper, plastic, proving once again that disability is
not inability.
in
a
Gia
nnak
opoulou
ella – WorKPacKage 8: THeaTre – “eXPlorIng macbeTH” and “5 senses of THeaTre”
first Part:
brian Hasson, care assistant, The derry Playhouse, northern Ireland
Brian has been working with Lilliput Theatre Company since 2007 and currently holds a Diploma Level 3 in Health
and Social Care. He has a keen love for Drama and Theatre, Brian himself is a Playwright, Director and producer in
his own time away from work. Brian also coaches football to athletes with Learning Disabilities. Apart from work
and Drama Brian is a drummer in the Colmcille Pipe Band and has been since a young age, they are currently World
Champions.
second Part:
solveiga rasinskaite, student, janoulin dienos centras, lithuania
This workshop is a part of the work package 8 of
the ella project.
first Part
Brian and John from Lilliput Theatre Company will provide a Theatre Workshop exploring voice, movement,
script, character and other theatrical techniques.
Lilliput Theatre is a theatre company from Northern
Ireland whose actors are all learning disabled. They
have performed a number of specially commissioned
plays, touring throughout Ireland, including a specially
adapted version of Macbeth by William Shakespeare.
Solveiga lives in Panevezys with her family and attends the JDC. Theatre is her passion and hobby. She started to play
theatre when she was 10 years old. Now she is 35 and still enjoys playing theatre. Thanks to the theatre she learned
to trust and to express herself; to tell others about own dreams and desires. Solveiga has been performing for local
and international audiences, having won several awards, participated in international theatre-festivals in Denmark,
Ukraine, Estonia, Poland and Cyprus. She is competent to carry out theatrical trainings and happy to share her experiences. Solveiga would like to thank JDC social workers for their support.
second Part
We will invite you to:
•
•
•
•
•
17
touch the “DRAMA”
taste the “COMEDY”
smell the “MISTERY”
see the “TRAGEDY”
hear the “VAUDEVILLE”
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Workshop (right) Brian Hasson
solveiga brought to the Vienna congress
„The 5 senses of drama“
the hearing of sound of drama;
the touch of joy of drama;
the sight of tragedy in drama
the smell of drama
the taste of drama
solveiga took back home to lithuania
„The 5 senses of drama“
the hearing of different opinions
the touch of old friends
the sight of intercultural variety
the smell of early christmas spirit in Vienna
Joh
n Mu
n
rphy, Brian Hasso
the taste of international learning
solveig
a Rasisnkaite
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Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
ella – WorKPacKage 9: THe abc of leadersHIP - occuPaTIon, ProfessIonalIsm, culTure and laWs from THe
PoInT of VIeW of medIs 5 In sWeden
mats eriksson, director, medis 5, sweden
”My main interest is to see that every person has the possibility to be in the best of his/her environment. I also want
to turn old hierarchies upside down.”
erik nordlund, actor and workshop leader in Teater surra, medis 5, sweden
”The best moments as a leader is when everyone seems to have a good time and all are doing the same thing.”
marita jonols, Project leader medis 5, sweden
“My main interest is in changing attitudes and creating fun and serious projects.”
jarek marciszewski, musician of remont Pomp band
“I like to meet with the people and explore their talents and abilities trough music but not only. I love to travel and I
love food. I’m a founder of Remont Pomp band.”
sebastian Włodarek, musician of remont Pomp band
“I’m interested in music, I like to read books and I like travels. I play in Remont Pomp band, my instruments are jambe, and objects as a wine glass, plates and metal bowls.”
medis 5 is a daily culture center producing films,
theatre, books, art etc.
at medis 5 people with disabilities work under the
guidance of professional culture workers.
The focus is on the productions we make,
not the disability. Medis 5 wants to be ”out there”
in the society, not keeping for themselves in
closed workshops.
Luckily, the Swedish laws support our way of
working, but the public attitudes have still a long way
to go. In the ELLA project Medis 5 has
developed their skills in leadership together
with the NGO PSOUU, Poland, in a project called New
Leaders.
We will also present some general information about
the closed occupational market for people with disabilities and finish with the poem Freedom by Anders
Wieslander.
19
Agreement Number: 2013 - 3444/001 - 001
VIenna rePorT
Sebastian Włodarek and Erik Nordlund from New Leaders were invited to give a workshop at the ELLA Congress in
Vienna. They gave a workshop in music and theatre for the participants of the congress.
Sebastian from PSOUU in Poland and Erik from Medis 5 in Sweden have been training leadership during the ELLA
project. They are leading workshops in areas they are well familiar with; music (Sebastian) and theatre (Eric). The
New Leaders has been divided in two parts “workhops” and “work in between workshops”. In between the workshops both NGO’s have been training their participants in all the aspect of being a leader. During the workshops the
hosting NGO held workshops for the guesting NGO. After every workshop there were thorough evaluations about
what was working and what was not working. These evaluations were important material for the development of
the work. In all phases of the workshop all participants have taken a strong participatory role. Now, at the end of the
project we can clearly see that there is no doubt in whether a person with disability can be a leader or not. Sebastian, Erik and their colleagues have all the skills and capacities that it takes for good leadership. In Vienna, Sebastian
and Erik did a terrific job! We see this as the best evaluation of the work package New Leaders we can get!
New Leaders also produced a film in how to be a leader https://www.youtube.com/watch?v=v-bCEy2gb0k.
On the ELLA website there will also be three filmed theatre workshops led by the participants in New Leaders.
The biggest problem in the New Leaders has actually been the staff. Staff that has not been involved in the project
has often had problems in letting the persons with disabilities lead their workshops without interfering. The staff
tend to “help”, interrupt and take over when the persons with disabilities try their new wings as leaders. The result
of this is an idea for a new project where people with disabilities will give capacity building workshops for staff.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
n
n
Jo
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
so
ta
Marti
nd
ks
Eri
Mats
lu
ord
Agreement Number: 2013 - 3444/001 - 001
ew
sk i
Erik n
20
rek
isz
arc
Jarek M
ł
W
an
sebasti
od
a
ol
s
ella – WorKPacKage 10: socIal InclusIon (arT/musIc) fesTIVal
ercan Tutal, social entrepreneur, ayder, Turkey
Ercan Tutal studied Italian and English literature in Tubingen. An accomplished Executive Manager, with expertise
in leading the social change to close the gap between where people with disabilities are and where they should be.
Proven ability to innovate social responsibility projects with local and multinational companies in Turkey. Solid
experience in creating strategies and processes that enhance the integrity of socially disadvantage population into
the community. Strong management and leadership skills, with ability to motivate volunteers and promote
volunteerism and increase awareness on disability.
Excellent communicator, with emphasis on building strong relationships with local and multinational non-governmental organizations. Deep understanding of how to lead organisational changes.
MUSIC CAN CHANGE THE WORLD!
Tarik bitlis, ceo, IbeTH, Turkey
Tarik Bitlis graduated at Hacettepe University. He has been working as a physio therapist around 30 years with disabled children, youth and older people. He has long experience in the work with people with special needs and other
disadvantaged.
Festival aims to bring together international
musicians and groups to perform, to give a
message about „inclusive living for all“,
having no barriers..!
He worked in Istanbul Metin Sabanci Centre for Spastic Children and Youth
for many years as the foundation manager of this centre. He is a
founding member of the Turkish Federation for disabled athletes
and became its president in 2011.
Since 2008 he has been working as one
of the two general managers
IBETH and in this position
completed numerous
projects, for example
the establishment
of one of Turkey’s
biggest rehabilitation
centres for disabled
people in Antalya.
one
li
Bit
s
21
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Tarik
Erca
aali
n Tutal
, cagla Kar
of
ella – WorKPacKage 10: socIal InclusIon (arT/
musIc) fesTIVal
Our Festival which brought together all kind of people from countries all over Europe
aimed at breaking up conventional role patterns of people – with and without disabilities as well as social disadvantaged youths – and to trigger awareness for disabled
people’s abilities and their demand for suitable forms of education.
The activities and workshops have taken place in the areal of the AYDER Dreamers
Academy and the Echo bar in KAS.
All workshops took 4 days and ended in a final performance on stage at the Final
Festival Evening where teachers and students proudly present their – particularly
musical – achievements.
People with disabilities taught people without disabilities on all type of performing
arts and sports. The artistic workshops included sculpturing, music, singing and
pantomime as well as photography, rhythm and painting. At the same time there was
a quantity of workshops based on sports, such as yoga, volleyball, riding, dancing and
climbing.
The overall goal of this‚ ‘switch of roles‘ was to facilitate the mediation of participants
skills in an unconventional way: The perception of disabled people changes as they
participate in the workshops as teachers who teach students without disabilities.
The Festival offers an open space for communication and interaction between people
with and without disability, as well as social disadvantaged youths from different
countries to enforce awareness.
The idea is based on the idea of art as a medium for the social inclusion of disabled
people in society.
The international character of the Festival given by the quantity of foreign volunteers
that have taken part together with the local inhabitants supports a social change as
well as creates a nice atmosphere for encounters and new friendships between all
kind of people.
22
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
ella – WorKPacKage 14: THe TraInIng aParTmenT
dinah Kestenbaum, Training apartment Programme coordinator, aKIm – jerusalem, Israel
Dinah Kestenbaum was born in Brazil and has a B.A. in Arts. In 1988 she moved to Italy where she learned ceramics
and begun her work with people with special needs. Dinah moved to Israel during 1998 and has been in charge of
the Training Apartment programme since 2000. Today Dinah coordinates the Training Apartment programme and
the art sector of AKIM-Jerusalem. Dinah also specializes in snozelen therapy.
yael benaim
I am 33, I love dancing and theater. I helped to stage a play with the help of my father who is an actor. I travel a lot to
my brother who lives in Switzerland and I love to play with my nephews. I recently started a new job and I now work
at a department store.
neta elbaz
I am 32, and I am an artist. I present my works in exhibitions and I love painting.
My mom is and actress and I love going to the theater to see her plays. I also go to music concerts and I love food.
The Training apartment project is a specially designed
program for teenagers or adults with special needs to
gain experience in „out of home“ life before they make
the permanent move into a protected living arrangement.
Once a week, for a total of 15 weeks, groups of between five to seven participants come directly after
finishing school or work and take part in the activities
at the apartment till the next morning to learn the
skills they will need for independent living and to get
used to the idea of sharing an apartment with
other people who are not their family.
At the presentation we will explain our objectives,
methodology and goals as well as include some
illustrative personal stories. We will be showing how
even such a short program, as the one we have developed, can be so useful and facilitate the transition
of people with special needs from their parent’s home
to the independent life.
23
Agreement Number: 2013 - 3444/001 - 001
aKIm-jerusalem -The Training apartment Program
In 2013, AKIM-Jerusalem, which has been a member of Caravan 2000 since 1999, and its partner organizations were
awarded a three-year grant to conduct a program to facilitate the inclusion of persons with special needs into the
mainstream community.
Dina Kestenbaum and Karine Elkaim, members of our professional staff, together with two residents went to Vienna
in November to participate in the „ELLA“ (European Learning Academy) congress at the conclusion of this three-year
period. The two young adult women who attended the conference were participants in the Training Apartment
program before they left their family homes and moved into one of our community living arrangements –
the Elkachi apartment in Jerusalem.
A five minute film was made about AKIM-Jerusalem‘s Training Apartment
project, which was attended by more than 200 young adults since its
inception. It was shown to the participants in the conference to help
them understand the 15-week program which consists of sessions
conducted with the young adults.
A manual was written and distributed among the attendees of the
conference explaining the methodology, objectives and goals of the
program, which gives the participants a chance to learn the skills they
will need when they move out of their family‘s home and move into
sheltered apartments or hostels.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
din
ah Kestenbaum
24
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Neta Elbaz, Karin Elkaim
ella – oTHer WorKsHoPs Parallel sessIons
Pedagogue, allrounder or
IndIVIdual sPecIalIsT?
cHallenges and cHances for
an InclusIVe educaTIon
sysTem...
During this presentation it will be discussed why
policy-makers need to understand inclusive education
and its importance in any drive for educational improvement. There is a shortage of teachers who are
sufficiently trained and motivated to include persons
with disabilities.
This presentation first provides more details about the
context and scale of the challenge.
It then outlines few broad issues that we need in order
to prepare, recruit and support teachers, with appropriate skills and to educate persons with disabilities.
At the end of the presentation, best practice examples
will be presented. Moreover, opportunities and
difficulties which arise from using these experts in the
education of persons with disabilities will be
demonstrated.
25
Agreement Number: 2013 - 3444/001 - 001
claudia rauch ma,
Dipl.Päd.,Teacher and
Coach, University College
of Teacher Education in
Lower Austria
claudia rauch is currently teaching at the University
College of Teacher Education in Lower Austria. She is
also a class teacher for children with special needs.
In addition to teaching for the University College of
Teacher Education in Lower Austria, she has run
successfully her own institute (I.G.E.L) for over 10
years, where she has been working as kinesiologist,
coach and trainer.
She is also active in the association Fokus: Bildung.
Her areas of interests are inclusive education,
diversity management, competence-based didactics,
reformatory pedagogics, developmental psychology,
coaching and supervision.
supported apprenticeship.
approved professional qualification regardless of the
need of assistance
alpha nova is an organization providing social services.
Regarding employment and occupation we pursue the
goal that people with rather comprehensive disabilities have more choices for their employment and their
professional training. At the moment very often only
sheltered workshops are available. Vocational training
getting an approved professional qualification is usually
limited to people with none or marginal disabilities and
none or little need for assistance.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
This workshop will present a service called “Berufsbildungsassistenz plus” Styria, Austria, which focuses on
the professional training of people in order to successfully complete an apprenticeship in a company.
*********************************************
alois Krammer, Mag.
phil., Dr. rer. soc. oec
Division Manager
alpha nova BetriebsgmbH
alois Krammer works as division manager in the Occupation and Employment Division of alpha nova. He
has presented various workshops and presentations
focused on inclusive projects of alpha nova, social work
and assistance for disabled persons.
Mr. Krammer published several articles and speeches
on issues related to disabilities and inclusion.
“soft skills”
Soft skills in the field of the special needs school are
rarely subject of economic studies and researches. In
practice, however, it is a significant factor for a successful education and, indeed, for an increase of the
chances for entry into the professional world of school
leavers, who learn according to the curriculum of the
special needs school. This workshop deals with the
question of the necessity and the criteria of additional
skills to find a job. Participants will explore theoretical
perspectives and will also work in groups.
Finally, it is also important to filter out, what are the
most important teaching methods that support soft
skills.
********************************************
silvia Hubmann, Mag.
BEd, Teacher
Center for inclusive and
special needs education,
10th municipal district of
Vienna (SPZ10)
silvia Hubmann holds a MA degree in business administration from the Vienna University of Economics and
Business. In 2015, she completed the teachers college
for special needs schools.
She has many years of experience in the field of marketing, event planning, sponsorship and
production of printouts.
In the field of marketing, she has worked with the
insurance company Niederösterreichische Versicherung,
KPMG, Vossen and Fresnex.
Since 2014 she has been working as a teacher at the
Center for inclusive and special needs education, 10th
municipal district of Vienna.
********************************************
26
Agreement Number: 2013 - 3444/001 - 001
stefan Wuketich, DSA,
BEd Probation
Officer NEUSTART
stefan Wuketich has extensive experience as counselor
and project coordinator in projects related to the placement of youths and young adults into a labour market.
Mr. Wuketich established a travel service for people with
disabilities. In 1988, he completed the Academy of Social
Work and in 2015, the teachers college for special needs
schools and since then he has been teaching in 10th
municipal district of Vienna. He is currently working as a
full time probation officer in Wiener Neustadt and is also
chairman of Startplatz.at association.
WUK Arbeitsassistenz für Jugendliche
WUK Education and Counselling initiates and conducts
innovative labour market political projects for disadvantaged youth and young adults since 1983. Ca. 4000
people will be assisted in different projects every year.
The work assistance represents the next step after the
so-called “youth coaching”. Youth coaches help young
people to find out their strengths, to develop future
plans including right choice of the profession and to
define appropriate goals.
In this lecture you will hear about the operation
methods and functioning of WUK work assistance:
Which professions do the participants prefer? Which
fields in the labour market are really ready for employees with disabilities? What kind of arrangements does
the contemporary labour market need? There will also
be best-practice-examples.
**********************************************
nilgül sahinli mayregg
Mag.a, Work Assistance
WUK Work Assistance
nilgül sahinli mayregg, clinical and health psychologist,
emergency psychologist, born 1983 in Istanbul, Turkey,
graduated from Austrian High School Istanbul 2002,
studied psychology at University of Vienna, graduated
also Psychotherapeutisches Propädeutikum, voluntary
services in AIDS Hilfe Haus & BUDDY Verein, nomination
for humanitarian & social commitment for MIA-Award
2013, works for WUK Education & Counselling since
2011.
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Workshop WP 6 - Leisure time activities
julia fabich, mag.a,
Managing Director
Career Moves
andreas Kocman, Mag.
University Assistant
Faculty of Psychology,
University of Vienna
julia fabich is the project manager of
www.careermoves.at - Europe´s first inclusive online-job
platform.
andreas Kocman studied psychology at the University
of Vienna and the University of Oslo, focusing on health
and organizational psychology.
Born in Vienna in 1977, she studied Business in Vienna,
the US and Canada, specialising in Social Politics and
Marketing. So far, she has been working in France, India
and Austria at for-profits, NGOs and social start-ups. She
also works as facilitator and coach.
He is a clinical and health psychologist. From 2010 to
2013, he supported the Faculty of Psychology as a research assistant in an international project focusing on the
effects of work on supporters of older people with ID.
Since 2013, he has been working as university assistant
at the department of Applied Psychology focusing on job
satisfaction of people with intellectual disability as well
as questions regarding attitudes towards people with
disabilities.
How can a jobplattform + provide a simple and efficient
way to include people with disabilities in all types of
jobs?
Career Moves is an innovative online job platform and
recruiting specialist, whose vision is that people with
disabilities can participate naturally and equally in all social processes. Our aim is to improve the labour market
situation for people with disabilities. Therefore, we tightly integrate the needs of disabled workers into a normal
online job platform, providing a centralised virtual space
for all Austrian job seekers, irrespective of disabilities
they might have.
Julia Fabich will share expertise and know-how based on
Career Moves 5 years’ experience. She will give insight
on how to transform traditional business culture and attitudes of distrust about hiring disabled people by combatting the prevailing lack of knowledge regarding their
abilities. She is happy to discuss with the participants:
What are the barriers and how do we tackle them?
*********************************************
27
Agreement Number: 2013 - 3444/001 - 001
Psychosocial Effects of Employment on People with
Intellectual Disabilities and their Job Satisfaction
Numerous studies have shown that individuals with
intellectual disabilities (ID) can benefit greatly from
working in either inclusive employment or sheltered
workshops. However, most research considers work
solely as an intervention to increase inclusion, quality of
life and related constructs in people with ID. Empirical
efforts transcending this black box model of “work as an
intervention” by exploring the impact of specific factors
of work and their relation to the satisfaction with the job
itself are sparse. The aim of the presentation is thus to
systematically review the research concerning psychosocial effects of employment for people with ID. The
presentation will especially focus on job satisfaction in
people with ID and the discussion of specific factors
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
associated with job satisfaction in this population. Ways
to ensure high job satisfaction in people with ID will be
presented and topics for further research will be highlighted. Furthermore, concepts shift with regard to the
way work for people with ID is perceived as suggested in
current research.
**********************************************
stefan gros, Ing. Mag.
MSc MA Founder and
Head of Administration
KEPOS
stefan gros is the founder and administrative head of
KEPOS. He is a life- and social advisor, business consultant, registered mediator in civil law matters, ÖSV certified supervisor, NLP trainer and coach (ECA). He trains
and coaches corporative executives of international and
national corporations and he himself has more than 20
years’ experience as a managing director of different
companies.
Glück macht Schule
What should schools offer? Is there a need to support
young people by their development of skills that make
them happy? Can teacher be happy at his/her workplace? We think YES! And we give suggestions in theory and
practice how it can work!
**********************************************
dr. marlene Hilzensauer
Acting Head of the Center
for Sign Language and
Deaf Communication
Alpen-Adria Universität
Klagenfurt
dr. marlene Hilzensauer was born in 1967 in Klagenfurt/
Austria. She is the acting head of the Center for Sign
Language and Deaf Communication (ZGH) at the Alpen-Adria-Universität Klagenfurt. After studying Applied
Linguistics and English in Klagenfurt, she joined the ZGH
in 1995 and has worked there since then. She gives
lectures on Deaf studies, Deaf culture and Deaf history at
the university. Her main fields of work are sign language classifiers and teaching materials (for Austrian Sign
Language or with Austrian Sign Language as language of
instruction), especially (multimedia) language courses.
and helps to improve their career prospects across
Europe. Moreover, Ms. Hilzensauer will present
“SpreadTheSign”, a visual dictionary in sign language. It
is the biggest in the world and covers more than half of
Europe. This project will give sign language users within
vocational educational training programs a dictionary
with the words and signs they need. All who are interested in sign language in general are also welcome to
use this free dictionary. You can also download the app
“Spread Signs” to your mobile.
**********************************************
barbara bric, Mag., MBA
Head of the Department
Basale Förderklassen
Vienna Social Services
SignMedia SMART:
A multimedia glossary for deaf media specialists
Many deaf Austrians have only a limited command of
English, due to barriers in the educational system. The
situation is even worse with English for special purposes,
especially in the vocational sector, as there are few accessible resources. As many deaf people use a national
sign language as their first or preferred language, multimedia resources (i.e. including sign language videos)
are ideal for this target group that is scattered all across
the country. This presentation is about the SignMedia
SMART project that provides a glossary of 500 media
terms on a mobile platform. In this way, deaf media
specialists can access the resource in studio, out on
location and generally on the move. The mobile application provides a comprehensive glossary of media terms
in British, Italian, Austrian and Swedish Sign Languages.
SignMedia SMART serves to enhance the inclusion of
deaf media specialists in the European media industry
barbara bric graduated pedagogy and curative education at the University of Vienna. She holds an MBA degree
in social management from WU Executive Academy of
the Vienna - University of Economics and Business. She
has many years of pedagogical experience and is dedicated to working with children with disabilities. Since nearly 20 years, she has been working at the Vienna Social
Services, where she is head of the department Basale
Förderklassen since 2009.
28
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Agreement Number: 2013 - 3444/001 - 001
for the realisation and creation of jobs for people with
disabilities. This project will be presented as the best
practice programme of the Vienna Social Services.
**********************************************
Wiener Sozialdienste: Creating Employment –
Finding Colleagues Aides for Basale Förderklassen –
Best Practice for an Inclusive Working Environment
in a Social Organisation
From a desire and not obligation to create jobs for people with disabilities, project called “Aides for Basale Förderklasse” has been started by Vienna Social Services. In
the last 3 years, 5 full time jobs were created. The aim of
the presentation is to share the specific ideas
Jarek Marciszewski, Magda Skiba, Ino Cornel
Ina Pfneiszl
Head of csr &
corporate marketing
sImaceK facility
manangement group
gmbH
CEK Facility Management Group, one of the major
facility management companies in Austria.
We believe that a workforce diverse in age, race gender,
nationality, sexual orientation, physical ability – among
others things – will enrich our daily work environment
and promotes and stengthens mutual appreciation to
ensure a long term success.
In this workshop you will get valuable tips, on how to
implement diversity management in your daily business
– or in other words: how to integrate diversity into your
organisation´s “DNA”.
**********************************************
In 2010 she completed the CSR – Professionaltraining
„Fairantwortung in Industrie und Wirtschaft“ organised by incite Ges.m.b.H. in cooperation with respACT
Austria.
2014 she graduated the master class in sustainable
management on plenum academy in Vienna. She was
responsible for the introduction of CSR to SIMACEK and
since 5 years she has been heavily involved in the implementation of CSR as a management strategy, as well as
the development of the CSR programs and projects.
One of the major daily challenges is to find the balance
between the economic and social requirements. To be
successful, sustainability management has to be integrated into the company´s core business. As a responsible
company, SIMACEK Facility Management Group has a
continuing commitment to diversity and inclusion. In line
with this strategy, the company has established CSR guidelines in all working processes. Diversity management
is as well an integral part of the CSR strategy, but can
also be considered as an independent entity.
Diversity and Inclusion: New World of Work
Inclusion & Diversity management requires and
promotes business ethics
The commitment to diversity and inclusion is a central
value for SIMACEK Facility Management Group.
29
Agreement Number: 2013 - 3444/001 - 001
maria aichinger-ehardt,
Magᵃ, Managing Director
BIKU-Treff
maria aichinger-ehardt, born in 1959, is managing
director and project coordinator of BIKU-TREFF. Since
2002, she has been working as psychotherapist at her
own practice.
From 2002 to 2010 she worked as a trainer at BIKU-Treff.
Ms. Aichinger-Ehardt has many years of experience as
supervisor, ergotherapist and social counsellor. She holds
a Master´s Degree in Social and Economic Sciences.
Erwerbsarbeit und psychische Erkrankung.
Die Re-Integration Jugendlicher und junger Erwachsener mit psychischer Erkrankung in den Arbeitsprozess,
dargestellt anhand des sozialtherapeutischen Kursangebotes im Rahmen der Produktionsschule im Verein
Bildungs- und Kulturtreff /BIKU-Treff
Since 1993 BIKU-Treff has been offering sociotherapy
and group activities for a total of 38 teenagers and
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
young adults, who face difficulties; predominantly mental illnesses. In early 2015 BIKU-Treff began to expand its
course range to the rank of a „Produktionsschule“, and
now belongs to „Netzwerk Berufliche Assistenz“ (NEBA;
i.e. Network of Occupational Assistance).
Within the span of the BIKU-Treff courses, the teenagers
and young adults receive professional help in developing
a sense of responsibility for the course of their life and
their work-situation. The goal is to provide them with a
realistic perspective on work-life and possible options of
further education. Based on case vignettes and statistical
data the aim of the presentation is to give an overview
over the implementation of core content matter of
courses, working processes within, and to present the
respective results.
**********************************************
sandra edelmann, Mag.
Founding Partner
DisAbility Performance
Social Enterprise
sandra edelmann is a founding partner of the DisAbility
Performance Social Enterprise, an independent social
consulting company supporting companies to use the
full potential of employees and clients with disabilities.
She gained extensive management consulting experience with Accenture, specializing on talent and organisation related international projects. Furthermore, she
was responsible for the corporate citizenship agenda,
specifically focusing on pro-bono partnerships with
social businesses.
Before that, she was part of the diversity management
team at Lufthansa and supported climate change and
corporate social responsibility projects of the United
Nations in New York. Sandra studied Socio-Economics in
Vienna, Paris and San José.
DisAbility Performance as competitive advantage for
companies
15% of the Austrian population has a disability, but
only 60% of them are active on the labour market.
Participants in this presentation will have opportunity
to meet DisAbility Performance and its benefits. DisAbility Performance wants to convince companies to see
people with disabilities as talents and a valuable source
to bring diversity to their teams. Aim is to partner with
businesses to create equal opportunities and an accessible society for people with disabilities. DisAbility
Performance developed the DisAbility Performance
Check, a comprehensive management tool to track how
companies already deal with employees and customers
with disabilities.
**********************************************
30
Agreement Number: 2013 - 3444/001 - 001
sabrina luimpöck,
Mag. (FH).BA
Research Assistant
School of Applied
Sciences Burgenland
sabrina luimpöck worked as a social worker with sex
workers and victims of domestic abuse and is now a
research assistant at the School of Applied Sciences for
Social Work/Burgenland. She is currently working on her
dissertation on “Employment Trajectories of Chechen
Refugees in Austria” at the Department of Sociology,
University of Vienna.
Organisational learning by holding a conference on
accessibility
The Department of Social Work at the School of Applied Sciences Burgenland took part in the Zero Project
Austria (in cooperation with the Essl Social Foundation),
which claims to spread the idea of accessibility.
Social work as a profession has also contributed for
many years to the fact, that clients with disabilities where kept in institutions without possibilities to participate
in the organizational process or develop a self-determined plan for life or career. This is why the aim of the
conference was not only to present innovative international or national projects within the sphere of social
work, but also to invite people with physical, mental and
learning disabilities as participants but also as speakers
to the conference. The talk at the ELLA-congress will
focus on the challenges for the Department and the
solutions founded together with representatives of the
disabled, who have cognitive challenges themselves
(SelbstvertreterInnen).
**********************************************
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
dr. silvia Kramreiter, mag.
Founder
Plattform Integration &
Gebärdensprache
dr. silvia Kramreiter is a social scientist in education and
a sign language teacher. She has been teaching since
2008 at different universities (University of Vienna, University of Klagenfurt and University College of Teacher
Education in Klagenfurt) and since 2015 at the Humboldt
University of Berlin and at the University College of
Teacher Education in Krems. She is also a class teacher at
the Pfeilgasse Cooperative Secondary School. In addition to her teaching, Ms. Kramreiter is the founder and
project leader of the Plattform Integration & Gebärdensprache.
Inklusive Schul- und Unterrichtssetting - Konsequenzen
für die pädagogische Praxis. UNTERRICHSMETHODEN /
LEIISTUNGSMOTIVATION / TEAMTEACHING
What does the term „inclusive school“ mean?
How does an inclusive education work?
What teaching methods, concepts and models exist,
that influence on the success of an inclusive education?
Within the framework of evidence based practice, experiences, expertise, research results and individual perspectives will be presented. The speaker will analyse performance of pupils and will provide insight into an inclusive
school atmosphere. Team-teaching will be presented as a
core element for the successful inclusive education.
**********************************************
birgit Haider, ba
Sales Assistant
TTECH
Computertechnik AG
birgit Haider was born on 3. November 1987 in Freistadt
and raised up in Luftenberg (Upper Austria). Later she
visited the HLW Landwiedstraße in Linz. After completing
her secondary education she worked more than 2 years
as a consultant. Afterwards she was for one and a half
year au-pair in the US. In 2011 she started the Bachelor
of Export oriented Management at the IMC Krems. One
Semester of this study she was in Argentina at a partner
university. During the study period she did her practical
training in Lanzarote, Spain. Birgit graduated the IMC
in 2014 and is now sales assistant at the TTTech Group.
From the earliest age she spent her time with disabled
persons. During her studies at the IMC Krems, SAP`s
policy to hire authistic people inspired and increased
her interest for this topic. Therefore she chose human
resource and intercultural management as the topic for
her bachelor thesis.
Disability Employment in Austria.
Factors influencing HR managers’ hiring decision
Employment of people with disabilities is a major topic
these days. This thesis comprises a presentation of the
current (un-)employment situation in Austria and a thorough insight into the results of secondary research with
regard to employer attitudes towards and perceptions of
people with disabilities. The main purpose of this thesis is
to identify the factors influencing Austrian HR managers’
hiring or not hiring decision of people with disabilities
and hence semi- structured expert interviews were conducted. The findings of the primary research are very revealing
and in many aspects agreeing with secondary research.
31
Agreement Number: 2013 - 3444/001 - 001
dr. ursula janesch
Mag., Referee
The Lower Austrian
Chamber of Labour
dr. ursula janesch works as a referee in the Labour
and Social Law Department, Unit Social Legislation and
Politics at the Lower Austrian Chamber of Labour. Her
work focuses on the rights of people with disabilities. In
addition, she gives lectures at the University of Applied
Sciences St. Pölten on social security law.
Rechtsfragen rund um begünstigt behinderte Menschen in der österreichischen Arbeitswelt - einfach
kompliziert?
Many questions arise when we are talking about employment of people with disabilities: Should I disclose my
disability to an employer during my job interview? What
benefits are tied with the status „begünstigt behindert“?
What does the term “protection against dismissal”
mean? Under what terms does the protection against
dismissal apply? These and many other questions will be
discussed and answered during the presentation.
Moreover, in a common discourse, new ideas for an
effective improvement of the precarious situation in
the labor market for people with disabilities should be
found.
**********************************************
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Bianka Winterscheid, Bianca Blischke
round Table dIscussIon
left to right:
Nico Langmann,
Nicole Thurn,
Dr. Petra Heidler,
Michael Thiele,
Ursula Simacek,
Bettina Glaz-Kremsner,
Rudolf Hundstorfer,
Adriana Bassani,
Michael Sicher
32
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Round Table discussion
New ideas on the panel of
Europahaus Castle
In the Orangery, Rudolf Hundstorfer, the Austrian
Minister of Social Affairs, Bettina Latz-Kremsner,
the Chairwoman of the Austrian Lottery Board,
Michael Thiele, General Manager of IB Behindertenhilfe and Representative of the ELLA partner organizations and Nico Langmann, wheel-chair tennis player
who qualified for the Paralympics 2016 in Rio de
Janeiro, discussed among others about inclusion in
front of approximately 200 visitors.
The Social Minister admitted that inclusion of people
with disabilities into the labor market actually is a
great challenge. All panel guests demanded a
stronger dedication from companies and organizations
to recognize and benefit from the potential of people
with disabilities.
The partners from civil society, economic
system, sciences and policy are
willing to realize this aim.
Now, further actions have
to follow up impressing
concepts. Viribus unitis,
united for education,
with common energy
this can succeed.
33
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
Round table discussion
The ella-Project has been funded with support from
the European Commission. The contents of this manual
reflect the views only of the author and the Commission
cannot be held responsible for any use which may be
made of the information contained therein.
ImPrInT
Editor:
Internationaler Bund (IB)
Behindertenhilfe
Bommersheimer Str. 60, 61440 Oberursel
ww
ella-ella.e
w.
everyone is
a genius
● www.facebook.com/
EllaLearningProject
u
Editorial staff: Christiane Lensch
Editorial contributions: ELLA-Partner, Speakers of Keynote
Speeches and Leaders of Workshops
Funded by the
European Union
jeder ist ein Genie
Layout and Design: Verbale & Visuelle Kommuikation
Druck: Druckbombe Hanau
Fotos: Mmag Judith Geiger (ÖJAB), Christiane Lensch (IB),
ELLA-Partner
ο καθένας είναι μια ιδιοφυΐα
Internet: www.ella-ella.eu und www.ella-learning.eu
facebook: facebook.com/ellalearningProject
Twitter: twitter.com/learninlifelong
Instagram: instagram.com/ellaproject/
kazdy jest geniuszem
tout le monde est un génie
‫ןואג אוה םלוכ‬
Kiekvienas yra genijus
tá gach duine a genius
alla är ett geni
Herkes bir dahi olduğunu
свако је геније
einstein
www.ella-ella.eu
34
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW
ELLABanner.indd 1
11/8/15 5:38 PM
No part of this manual may be used, copied or disseminated without written agreement of the editor.
The download of the manual from the ELLA Website is
authorized if name, mail address, institution and purpose are indicated. Furthermore the potential user needs
to accept the implementation of this data into the ELLA
distribution list.
International Congress (Vienna, 12.11.2015)
Agreement Number: 2013 - 3444/001 - 001
Project Number: 539390-LLP-1-2013-1-DE-GRUNDTVIG-GNW