Health Education for Young People with Disabilities (HEDY)

Autism spectrum disorder (ASD) affects 1 in 89 individuals in Europe (ASDEU Study, 2018) and 1 in 54 in the US (CDC, 2020). Teachers in public schools report receiving inadequate training and rate their efficacy in working with young people with autism as low. As EU Council recommends “investing in basic skills has become more relevant than ever”, the project intellectual outputs are designed to help teachers facilitate the acquisition of key competencies by their students.

In supporting the development of key competences of youth with disabilities, a special attention is given in the current project – Health Education for Young People with Disabilities (HEDY), to raising the level of personal, social and learning competences to improve health-conscious, future-oriented life management.

The project is funded through ERASMUS KA2 – Cooperation for innovation and the exchange of good practices, KA201 – Strategic Partnerships for school education, has started on 1 October 2020 for a 24 months period.

Putting together the 5 partners’ expertise Romanian Angel Appeal Foundation (RAA), Autism-Europe (AE), State Diagnostic and Counselling Centre, IASIS, Inclusive Education School Center Nr. 2, (CSEI) Ploieşti and with the support of 8 associated partner schools, HEDY proposes an attractive, innovative & unique approach aiming to impact over 1000 teachers and through them, a large community of highly vulnerable youth.

A complex training program of 4 e-learning modules (interactive, with easy to access & use instruments for teaching) will be developed and available for free in 5 european languages: English, French, Romanian, Icelandic & Greek. Young people with disabilities taught by trained teachers will thus develop key personal self care competencies.

Objectives

• O1. Strengthen the knowledge & skills of addressing key competencies related to personal development and health for 800 teachers from the 4 partners’ countries through a complex 4 modules e-learning program
• O2 Improve access of teachers to high-quality ICT based learning through dissemination of innovative outputs towards 200 local & national school stakeholders
• O3. Support self-representation of young people with ASD through involvement of 18 youth in content piloting and development of a Guideline on youth participation

Partners

• Romanian Angel Appeal Foundation (RAA)
• Autism-Europe (AE)
• State Diagnostic and Counselling Centre
• IASIS
• Inclusive Education School Center Nr. 2, (CSEI) Ploieşti

Main results of the project are

800 teachers from mainstream and special schools from Romania, Greece, Iceland and Belgium will demonstrate (through pre and post-training questionnaires) increased knowledge and skills in tackling personal development and health education with young people with disabilities.

200 stakeholders from NGOs, schools, local educational authorities will have a better understanding of the existing training program and will be able to further disseminate it.

At least 18 young people from 8 associated partners and CSEI will have been involved in the project participating in e-learning modules piloting and guideline for participation development.

At least 90 teachers from special schools and 90 ASD family members (parents) will be impacted by the Guideline for youth participation.

Intellectual outputs

• Module 1 – Explaining development and puberty to children and young people with disabilities
• Module 2 – Teaching personal hygiene and self-care for children and young people with disabilities
• Module 3 – Sexual and reproductive health for teenagers with disabilities
• Module 4 – Legal and policy aspects related to health education of children with disabilities
• Guideline for young people participation

• Ilias Michail Rafail

  is a Counselor/Psychologist (PhD.c at Panteion University and BA at University of Athens) and an Adult Educator (M.Ed at Hellenic Open University). He works - among others, as a Scientific Responsible/Training Director at IASIS NGO, as a Training Director at KEK IEKEP and as a Project Manager in National and European Training and Consulting Programs.
• Eric Kota

  Eric Kota is a Psychologist, Trainer and Youth Worker. He works as a Researcher and Designer of European project of various funded frameworks (Erasmus+, CERV, AMIF, EuropeAid & HORIZON) in the research and development department of AmKE IASIS in the fields of education, social inclusion, digital transformation and sustainable development.
• Gabriel Mareș

  Is a lecturer at "Vasile Alecsandri" University of Bacău, has a bachelor's degree in Educational Sciences and a bachelor's degree in psychology, a master's degree in Communication and a doctorate in Educational Sciences
• Eirini Symeonidou

  Holds a Master in International Child Studies, specialized in International Child Rights and Development from King’s College London
• Thelma Rún van Erven

  Graduated as a psychologist (cand.psych) from the University of Iceland in 2017 and she has been working at the Counselling and Diagnosis Centre (CDC) since then at the Division of Children and Adolescence
• María Jónsdóttir

  Has a MA degree in social work (2010) and certification as a specialist working with disabled people (2016). She has also certification as a Peers® and Keep safe® trainer

Ilias Michail Rafail

Ilias Michail Rafail is a Counselor/Psychologist (PhD.c at Panteion University and BA at University of Athens) and an Adult Educator (M.Ed at Hellenic Open University). He works – among others, as a Scientific Responsible/Training Director at IASIS NGO, as a Training Director at KEK IEKEP and as a Project Manager in National and European Training and Consulting Programs. He is a member of the European Union’s Experts Group for Education and Vocational Training (DG Education & Training, EC) and is accredited as a trainer of trainers by the National Authorities of several nations’ “SALTO” European programs. He is the director of research and development (R&D) at IASIS NGO and oversees the creation and execution of national and European programs.

Ilias has extensive experience in Adult Education, as a trainer in various European Programs for the last 25 years, with topics related to Empowerment, Team Building, Negotiation, Boundaries, Orientation, Relationships and Counseling (indicative).

Eric Kota

Eric Kota is a Psychologist, Trainer and Youth Worker. He works as a Researcher and Designer of European project of various funded frameworks (Erasmus+, CERV, AMIF, EuropeAid & HORIZON) in the research and development department of AmKE IASIS in the fields of education, social inclusion, digital transformation and sustainable development.

He holds a First-Class Honours degree (BSc Hons)  in Psychology  from the University of East London from where his thesis entitled “Head Rotation as an Indicator on Visuo-Spatial Short Term and Working Memory Tasks” which attempted to “unite” the research of topics of Cognitive Psychology and Computational Systems, was marked as a 1st class standard. He also holds a diploma in Digital Transformation from the University of the Aegean and is currently studying International Business Management (MBA Global) at the University of Derby.

Eric also organized and conducted more than 30 training workshops in over 8 countries.

Gabriel Mareș

Gabriel Mareș is a lecturer at “Vasile Alecsandri” University of Bacău, has a bachelor’s degree in Educational Sciences and a bachelor’s degree in psychology, a master’s degree in Communication and a doctorate in Educational Sciences. His research focuses on the experiential approach to education, adult and parent education, the therapeutic relationship, therapy and education of people with special needs, and also in education and health communication. His research is reflected in articles and book chapters, textbooks and course materials or conference participation. He has clinical expertise in working with HIV-infected people and children with autism, and also has experience as a trainer in life skills development programs for children and youth, critical thinking and career counseling for adolescents and youth. He participated in the implementation of numerous projects financed from the European Social Fund, Erasmus or funds of the Ministry of Education.

Eirini Symeonidou

Holds a Master in International Child Studies, specialized in International Child Rights and Development from King’s College London. She has completed undergraduate studies in the education of people with special needs and she has also worked as a teacher of children with multiple disabilities and autism.

Thelma Rún van Erven

Thelma Rún van Erven graduated as a psychologist (cand.psych) from the University of Iceland in 2017. She has been working at the Counselling and Diagnosis Centre (CDC) since then at the Division of Children and Adolescence. In her work she participates in various activities, including diagnostic work, counselling in schools, social skills training and having lectures about autism spectrum disorder (ASD), intellectual disability (ID) and sexual health. She has a certification as a Peers® trainer and has taught at Keep Safe®. She also runs courses for young people with ASD and ID about sexual health. Thelma Rún has her own practice as well where she treats adolescence with ASD and ID who are dealing with anxiety and depression among other things. She also works for The Icelandic Autistic Society with teenagers with ASD.

María Jónsdóttir

María Jónsdóttir has a MA degree in social work (2010) and certification as a specialist working with disabled people (2016).  She has also certification as a Peers® and Keep safe® trainer. She has experience as a social worker in a non-profit organization that provides service and accommodation for people with learning disabilities and people with autism (from 1997-2012). Since 2013 she has been working at the Counselling and Diagnosis Centre (CDC) and participated in various types of activities, including family support, diagnostic work, and accumulating knowledge in the CDC on support for schools and parents providing sex education for young people with autism (ASD) and intellectual disability (ID). Her dissertation at the University of Iceland (2010) was about sex education in Iceland for people with ID. María has been a part time teacher in social work at the University of Iceland and published scholarly articles on sexual health and autism. She has published workbooks about sexuality for disabled people and  run courses for young people ASD and ID about sexual health. She maintains among others webpage about sexual health for people with ID and ASD; www.leikni.is.

Romanian Angel Appeal Foundation (RAA) is a non-governmental organization working since 1991 for improving the quality of life and averting the risk of discrimination and social exclusion of children and young people in need, affected by chronic conditions, including Autism Spectrum Disorder (ASD). RAA is providing direct medical and social services, influencing health, social and educational policies, conducting research and providing support in professional development for a variety of specialists such as teachers, health and social work specialists, psychologists and volunteers through training.

RAA supported over 2000 children & families facing ASD, over 1200 people in need to be treated for multi-drug resistant tuberculosis, more than 18,000 people from vulnerable groups with limited access to HIV/AIDS and TB prevention services.

RAA is one of the main training providers in the field of medical, social and educational services and one of the pioneers in using new technologies and innovation in training or non-formal education.

In 2000, RAA was the first organisation developing e-learning content for continuous medical education. RAA has developed more than 30 training packages for different professional categories (physicians, teachers, psychologists & social workers) training for over 10,000 professionals.

In 2006, RAA developed an innovative non formal educational tool for peer-educators, an online game introducing in a friendly manner health education topic to teenagers. Since 2013, RAA has been developing training programs addressing integration of children with disabilities reaching more than 1,500 professionals. A special focus was made in all projects on counselling and training parents of children with disabilities. RAA has also targeted through its project adults from vulnerable groups providing counselling, training and certification for over 2,000 women qualified as baby-sitters. RAA has launched in 2017 teachASD.com, an e-learning platform for school teachers addressing topics related to integration of children with educational needs reaching over 5,000 professionals.

Since 2006, RAA has hosted and organized international study visits for various stakeholders and specialists from the areas of HIV, tuberculosis and ASD. RAA also conducted a series of researches on ASD families service needs, quality of social services provided, perception of ASD in general population.

Autism-Europe (AE)  is an international non-profit organisation established in 1983 and recognised under Belgian law. Its main objective is to advance the rights of autistic people and their families and to help them improve their quality of life.

It ensures effective liaison among almost 90 member autism organisations from 38 European countries, including 26 Member States of the European Union, governments and European and international institutions.
Autism-Europe plays a key role in raising public awareness, and in influencing the European decision-makers on all issues relating to the rights of autistic people.

Self-advocates and families play a central role in our organisation to ensure that the views and interests of persons with autism are adequately reflected in our work.

Autism-Europe is recognised by the European institutions as the voice of autistic people and their families in Europe. To maximise its impact on the European Union’s policies, Autism-Europe also works in strategic coalitions with organisations that share the same concerns and goals.

Autism-Europe is also regularly consulted by the World Health Organisation (WHO) and cooperates with the United Nations (UN). Autism-Europe also enjoys a participative status (for non-governmental organisations) with the Council of Europe and in July 2002 lodged a collective complaint with the European Committee of Social Rights, becoming the first disability NGO to undertake such action.

The mission of the State Diagnostic and Counselling Centre is to ensure that children and adolescents with developmental disorders, which later in life can lead to disabilities, receive diagnosis and counselling and have access to resources to improve quality of life. The State Diagnostic and Counselling Centre is a national institution serving children and adolescents from birth to 18 years of age and their families.

The Centre operates according to Act 83/2003. The staff are committed to helping children with developmental disabilities achieve their potential and enjoy success in adult life by providing early intervention, multidisciplinary assessment, counselling and access to resources. Furthermore, we are obliged to educate parents and professionals about children’s disabilities and main treatment methods. The staff are involved in clinical research and various projects in the field of childhood disabilities in cooperation with local and international teams. The work is based on the principles of family-centered services which emphasize sensitivity and respect for the culture and values of each family. Parents are encouraged to take active part in decisions regarding the child’s services and to participate in intervention programs when possible. In preparation for a referral to the Centre a preliminary assessment must be made by a professional (for example a pediatrician, psychologist, pre- and primary school specialists). For further information see www.greining.is, Act 83/2003. The main reason for a referral to the Centre is suspicion of Autism Spectrum Disorders, Intellectual Disability and Motor Disorders. Children who are diagnosed with a disabling condition have the right to special assistance in their youth pursuant to laws on disability rights. Furthermore, they have the right for services for the disabled under the auspices of the municipality. Parents of children with a disabling condition are entitled to home-care allowances at the State Social Security Institute (www.tr.is) due to increased expenditure related to the child’s condition. Icelandic Health Insurance (www.sjukra.is) pays for assistive devices (wheelchairs, walkers etc.), therapy and travel expenses. In The State Diagnostic and Counselling Centre works around 55 people most of them are professionals; pediatrician, psychologist, social workers, occupational therapists, physiotherapist, speech pathologist, pre- and primary school specialists and developmental therapists.

IASIS NGO is a non-governmental, non-profit organization active in the field of Social Inclusion, Mental Health and De-institutionalization, which actively participates in the psychiatric reform promoted by the Ministry of Health and Social Solidarity and the European Union. IASIS has an official registration as Private Non-Profit Organization and a Special Registration in Voluntary Non-Governmental Organizations Lists handled by the General Directorate of Welfare. The organization also has a Management Competence System certified by the Special Service / Department of Health and Social Solidarity. Organization’s main objective is to provide psychosocial support and education to people who either belong to the range of or are at risk of exclusion, and to adult learners in the humanitarian field.

The Inclusive Education School Center Nr. 2, (CSEI) in Ploieşti educates children/ students with special educational needs and provides support for educational services through itinerant teachers to students and teachers in mainstream, public schools in the community and county. CSEI has established as mission: to promote a modern, open and flexible special education, able to ensure access to education, recovery and integration for all children with special educational needs; to provide high quality, flexible support educational services, appropriate to the needs of each child from the perspective of life skills and competencies in school performance, to students integrated in mainstream education.

The specialized services offered by the school:

• Special and specialized education for children with disabilities
• Compensation through specific therapies
• Psycho-pedagogical evaluation, diagnosis, school and professional orientation through Internal Commission for complex evaluation
• Educational and therapeutic-recovery assistance
• Information and advice for teachers
• Psycho-pedagogical research and elaboration of specialized studies
• Methodological-scientific support in the field of inclusive education for teachers in mainstream schools