The R(ae)l Inclusion objectives are to: - equalize learning and education opportunities for adults with learning and behavioural difficulties and disabilities - provide support and training to adult educators facing difficulties in responding to the needs of adults with disabilities and increase their capacity to adjust the teaching process to their needs -encourage the creation of an inclusive environment within the adult education system The project focuses on adults with learning and behavioural difficulties and disabilities and adult educators working in different adult education programmes. Training the trainers in adult education to be able to work with a diverse group of adults with disabilities by applying an individualized approach, will contribute to increasing the quality and the offer of adult education programs for adults with learning and behavioural difficulties and/or disabilities. Regular adult educational programmes will have trained and competent teaching staff able to recognize and provide adequate support to each adult learner. Adults with disabilities will thus have a greater choice in further education, improvement of their own competencies, and active involvement in society tailored to their abilities.
In adult education, there is a lack of representation and focus on adults with learning and behavioural difficulties and/or disabilities, who require quality educational programs suited to their abilities. This is a significant problem as adults with learning and behavioural difficulties and disabilities are even more vulnerable and at greater risk of social exclusion and poor income because they have fewer chances to find a job, and also to further improve and enhance their skills needed to participate in the labour market. The R(ae)l Inclusion project provides tools to train adult educators on approaching and responding to learners’ needs. Introducing them to the diversity of learning and behavioural difficulties and/or disabilities, enabling them to adapt their teaching methods and support adults to achieve set learning outcomes, will provide adults with disabilities a wider opportunity for learning, education, employment, and social interaction. Instead of developing new programs designed especially for people with disabilities, educators will be prepared to work with them in regular classes together with other adult learners. In this way, adult learning can become a space for socialization and interaction between a diverse