Children with chronic illnesses are a particularly vulnerable group in our society, who can became socially isolated due to their absence from school and their peer group as a result of their illness. The project addressed precisely this point in order to enable inclusion for these people. Technology, such as telepresence systems, is an important support when it comes to preventing isolation and promoting the inclusion of children. However, it is crucial to mention that the use of technical aids must be accompanied by specific pedagogical approaches, as technology can only serve as a means to an end and is never an end in itself. The ABILITI project had set itself the task of closing this gap and compiled a well-founded and tested training materials for educational staff, such as teachers, social workers, hospital school teachers and parents, which is accessible at a low threshold for self-study and can then be used when it is needed. The training programme is also suitable as preparation for teacher training and can therefore be used by university teachers throughout Europe. In a nutshell: ABILITI developed an innovative, research-based training programme to provide comprehensive support to a particular vulnerable target group.
With over 520,000 children and young people in the EU suffering from long-term illnesses, one in six classrooms has an empty desk. In many countries across Europe, thousands of children and young people are unable to attend school regularly due to conditions such as cancer, autoimmune diseases, chronic illnesses, and disabilities. This widespread issue results in prolonged school absences, which significantly increase the risk of social, psychological, and economic problems. These challenges often lead to poor academic performance and early school leaving. Additionally, the lack of personal contact with classmates and teachers can foster feelings of social isolation, further exacerbating the situation. A strong sense of belonging is essential for these pupils, as it has been shown to reduce risks such as emotional stress, bullying, and suicidal thoughts. To effectively protect these vulnerable children from social exclusion, discrimination, and stigmatization, and to respect their autonomy and dignity, it was imperative to establish educational and material (e.g., digital) structures that provide equal and fair opportunities. Implementing telepresence systems, virtual classrooms, and other digital tools helped to bridge the gap.