General objectives a) To strengthen the role of European universities as key drivers for inclusive communities in their regional role b) To contribute to harmonise approaches and methods of intervention for inclusive societies across Europe c) To mainstream culture of inclusion in the community Specific objectives 1. To identify main obstacles to insertion to work of youths with special needs and accordingly design intervention to overcome them 2. To design and develop processes and procedures, pedagogically sound, to increase the openness of the university within the place, and promote an inclusive culture through co-creation with stakeholders 3. To test and validate methods to foster and promote employability and work insertion of youths with special needs by adopting work-integrated learning methods 4. To share with organisation beyond the consortium outputs and experiences gained during the project experience and promote work-integrated learning as a mean of inclusion.
IN-WORK contributed to develop a widespread culture of inclusion inside and outside the university environment, focusing on relations between the educational institutions and the work environment by means of work-integrated learning methods. Previous experiences provided evidence on the low impact to support individuals with disabilities only through specific support (e.g., support centres, disability officers, etc.). This approach, even if important, still it provides more support to academic achievement, less to the journey toward inclusion in life and society. Career development studies point out that life design should start and be nurtured during the study years: therefore, since it is recognised the need of integrating support into regular activities, IN-WORK addressed the need of providing tailored and integrated learning experience in working settings and environments, supporting inclusion as regular practice. To do so, relations with the place should be increased also by making the university attractive for those youths with special needs who are not enrolled at the university, but that can see the university as a work-based learning space.