The DIGIT(ALL) project aimed the following objectives: 1. To promote social inclusion and improve the life prospects of children and young people, particularly those with Special Educational Needs (SEN), through the development of key learning and competencies, and the promotion of inclusive, equitable, and participatory opportunities; 2. To develop a methodology of action, mediated by technologies and based on the synergies between Formal Education (FE), Non-Formal Education (NFE), and Informal Education (IE), which allows educational agents to work with young people through digital means and promote their development; 3. To empower educational agents to be able to innovate, improve, and complement their intervention, and to adjust it to the needs of children and young people, the digital era, and the current global context. 4. To strengthen cross-sectoral and transnational cooperation to improve education and training systems for the resolution of common problems and needs.
The impact of the COVID-19 pandemic has brought significant challenges to the Education and Training System. The confinement measures have forced rapid adaptations, revealing gaps and difficulties in the implementation of distance learning. The lack of preparedness of environments, educational agents, students, and families for this transition became evident. Learning from this experience, it is necessary to innovate, ensuring effective learning opportunities for all children and young people, with special attention to those with Special Educational Needs (SEN). The identified social problem is the exclusion of children and young people with SEN, exacerbated by COVID-19, due to education and training systems that are ill-suited to the digital age and the particularities of this target group. The confinements strongly affected the educational support, structure, routines, and behaviors of these students, with parents and guardians being primarily responsible for filling these gaps. Additionally, complementary curricular activities, which promote well-being, social involvement, and the establishment of routines, were also suspended in most countries.