The SAID project aimed to empower people with learning disabilities (PwLD) for support roles in schools in the digital field. The goal was to demonstrate that every person, whether with or without disabilities, possesses unique competencies and can also acquire specialized skills. By developing a curriculum for vocational education in disability support as a framework, it should be ensured that PwLD across Europe could be qualified this new profession. A learning program, tailored to the needs of PwLD, should ensure the development of essential key competencies. Identifying key factors for an inclusive learning environment should ensure that all actors and this project can work together and learn from each other. To guarantee that all project content was developed with the target group rather than for them, PwLD were actively involved in all phases through a participatory process. The implementation phase aimed to actively contribute to building a more inclusive society. School classes in all three partner countries (Austria, Finland, Ireland) should benefit from the support and expertise of the Digital Coaches and use the opportunity to interact with and learn from PwLD as experts.
The Erasmus+ project “SAID – School Assistance Inclusive & Digital” was founded on the fact that the digital divide still disproportionately affects people with learning disabilities (PwLD). The project built upon a successful program at atempo in Graz, where PwLD were trained as school assistants for digital education. They worked in elementary schools, supporting students and staff with digital accessibility. This innovative initiative was unique within the Eurozone in 2020. The project addressed two major challenges. First, schools needed better support for digital accessibility and inclusion to assist both students and the wider school community. Second, new and innovative employment opportunities for people with disabilities were to be created. The project enabled PwLD to receive training that qualified them to share their knowledge and digital skills with children in schools. By establishing the new role of Digital Coach, both objectives were met. Inclusion was always at the heart of the project, as demonstrated by the fact that all elements were developed together with people with disabilities through a participatory process.