The project envisions a transformative impact on various key stakeholders, addressing the urgent need for inclusiveness practice in adult education, particularly focusing on individuals with acquired motor disabilities. Specialized training for adult educators/trainers to improve competencies in inclusive teaching methodologies is aligned with with the priority "Improving the competencies of educators and other personnel involved in education and leadership". The initiative is indirectly aimed at adult students with acquired motor disabilities, with the aim of removing obstacles in education (theme: disability), improve accessibility and improve their employability (theme: employability). Directly by addressing the needs of this specific demographic, the project aligns with the overarching priority of “Inclusion and diversity in all areas of education, training, youth and sports". The strategy implies the adaptation of existing programs, providing a tailored approach that takes into account the unique requirements of persons with motor disabilities.
The Qualifications Agency, through the competences of the PROAEA Center, approves the status of a publicly recognized organizer of adult education activities, if the conditions in terms of personnel, space, equipment and teaching resources are met. One of the elements of the program relates to accessibility for people with disabilities. We applied for the project in order to point out the possibility of adapting adult education programs for people with acquired motor disabilities, as well as the need to help adult education service providers adapt training to the specific needs of PWDs through a manual with guidelines. In order to create as comprehensive a manual as possible, we connected with partners with many years of experience in relevant fields such as defectology, special education, information technology and training and employment of (persons with disabilities) PWDs. The target group, i.e. people with acquired motor disabilities, was selected because this type of disability requires the least adjustments, which we consider a good starting point for the improvement of inclusive educational practices.