SELSI aimed to develop recommendations and strategies for linguistic support in Spoken Easy Language to support adult educators directly, and learners with additional needs indirectly in gaining important skills according to their abilities in most oral-based environments. In the time of the SELSI application, Easy Language had been researched and practiced almost exclusively as a writing methodology. This made SELSI one of the first attempts to deliver a rounded, academically grounded, and practically verified model of communication in Spoken Easy Language in Europe and world. The process brought together stakeholders from many European and non-European countries, proving through the activities and the gained or surpassed indicators, that the cause of SELSI was due and that the guidelines for Spoken Easy Language are needed. Grounding the guidelines in the authentic needs of the target groups was very important for the SELSI partnership. By actively engaging stakeholders, including individuals with disabilities and their representative organizations, throughout the project's lifecycle, we aimed to ensure that diverse perspectives informed the development process.
UN Convention on the Rights of Persons with Disabilities recognizes the importance of accessibility, not just to the physical, but also social, economic, cultural environment, to information and communication, etc. in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms. Accessible communication and information are prerequisites for social inclusion. In the framework of accessible communication, Easy Language has proliferated in the last years as a phenomenon to fulfill different functions in society. Although the term Easy Language has traditionally referred to written language, spoken interaction is extremely important, too. Decent progress had been made in the last years to systematize and standardize the methodology of Easy Language, but almost exclusively in a sense of publishing inclusive written content. Thus, methodology and interaction guidelines for Spoken Easy Language needed to be explored and addressed systematically to support people with cognitive disabilities to be able to be included in (adult) education processes and other verbal-based environments.