C&I (2017-2020)

C&I

C&I-C O G N I T I O N & I N C L U S I O N

2017-1-BE02-KA202-034722

Start date: 01 September 2017
Duration: 36 months

Partnership

  • Den achtkanter vzw, Kortrijk (Belgium)
  • Studieförbundet Vuxenskolan Väst (Sweden)
  • Universidade de Evora (Portugal)
  • Asociacion Vale, Durcal (Spain)
  • IVASS, Valencia (Spain)
  • Tampere University of Applied Sciences, Tampere (Finnland )
  • NARHU, Plovdiv (Bulgaria)
  • Irecoop Veneto, Padova (Italy)
  • ENSA European Network of Social Authorities

Aims and objectives

“Cognition & Inclusion” addresses the adaptive and transversal skills necessary to become a successful participant in our society. Adults with a learning disability are often missing these skills as they are not part of the curriculum or training. In general, for this target group, training is focusing on practical skills and not on (e.g.) problem solving skills. Programs for training transversal skills are not known or not implemented successfully, the latter because trainers or social workers involved often are not really convinced that adults with learning disabilities are able to learn these skills.
“C&I” wants to reflect on successfully implemented cognitive models, disseminate these approaches, and contribute to optimal conditions for successful training on the level of the professionals and of the organization that supports the adult.
The project objective – at the end – is to promote the quality of live, inclusion and job opportunities of the target group.

Outcomes

  • A review of cognitive approaches and methodologies to improve 6 key transversal competences in our target group: problem solving, self-regulation, selfdirection, flexibility and creative thinking.
  • A tool to evaluate the mindset of the professionals on intelligence and cognition, inclusion, quality of life and employment of the target group.
  • A tool to evaluate the mindset of organizations as present in their policy and strategies to support the cognitive orientation of their professionals.
  • A tool to evaluate the learner’s mindset and to what degree the cognitive methodologies results in a ‘growth’ mindset.

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