On September 19th 2024 the creative partnership of the Erasmus+ project titled ‘Superheroes’ (2022-2-CY02-KA220-YOU-000101622) implemented a Webinar via Zoom.
It was a unique opportunity to engage with partners from Cyprus, North Macedonia, and Italy who are working on the topic of inclusive practices in youth work. The project is a partnership between @yeu_cyprus @cya_krik @fondazionezanandrea & @MONIKOM.
The webinar explored topics including:
➜ The use of art in youth work activities.
➜ Art practices and the incorporation of educational components.
➜The use and creation of educational comics in youth work activities.
Have you participated until now to any activity for independent living?
A A is an 18-year-old boy with moderate mental retardation and disorders on the Autism spectrum that prevents children from achieving academically and interferes with their social development.
His special education started at the age of 2.5 years. A A has difficulty understanding abstractions, a common language disability that makes it difficult to learn to read and to acquire basic skills, Over the years, he got help with logotherapy to eliminate a stutter, in writing to help him with letter formation, and physical education to make him stronger.
He went to kindergarten and then to mainstream school. He had difficulty in counting, making simple analogies and differentiating between objects. His teacher, suggested to A A’s parents to offer their son parallel support by a special education teacher paid by them.
A A. wanted to improve his eye/hand coordination so he could play sports like all his peers in school. The physical education teacher helped him to improve his abilities. When activities were being performed correctly, A A. reported that he “was becoming more skilled with the activities”
His new-discovered ability to kick the ball encouraged him to be more adventurous and play in different positions in the game. His parents reported that their son got more self-confident and was able to play other games including basketball surprising everyone with his skills, as this was something that he and others around him could not perceive him doing.
His high school teacher trained in learning daily life skills for students with mental disabilities, worked closely with A A‘s parents to develop and perform his autonomous living abilities
So now A A possesses
Good hygiene and personal care skills
Basic skills to perform daily cleaning duties (set the table, wash dishes, sweep, mop, make the bed, etc
Good communication skills, although he still needs assistance to initiate and participate in a discussion
Who do you leave with? How is your day organized? What are your main activities in the day at home
A.A lives with his family (mother, father and brother) From 8.00 a.m. until 1.00 p.m. he attends the High Vocational Training School where he gets theoretical and practical training in gardening activities and continues training in independent daily living skills.
In the afternoon, he helps his mother to set the table, wash dishes, sweep and mop the house. Twice a week he goes to training to perfect his basketball skills and every Saturday he plays basketball with his brother and his friends. He likes drawing landscapes and he plays electronic games with his brother
Sometimes on weekends, he goes with his family to the countryside to help his father with agricultural work. During the week, he goes shopping with his mother
How do your parents, family, and friends support you in doing everyday activities? How do you want them to support you?
In the morning, the mother accompanies him to school, while for the training there is help from his brother or other relatives. Generally family is very supportive of things and activities cant be performed by him alone. He appreciates this help and wants them to continue supporting him until he is in a position to manage by himself, including independent living, and access to leisure and work. Ultimately he wishes to be able and have the financial means to live independently, although he would like to have them always close and supportive.
What do you usually do at home? And outside of the home? What do you want to do more? What new thing do you want to learn
When he is at home he is usually helping with housework or does paintings which he likes a lot. During the week he goes shopping with his parents and once a week he goes basketball with his friends. Most of the activities he does are with friends or his family. He wished could be more independent when it comes to transportation and doing things without being dependent on others either for leisure or work.
Do you have the opportunity to live outside your parent’s house? Have you done it until now? Do you want to?
So far he has never lived away from his family. He stated that for now, he does not even want to, the reason being the uncertainty and the perceived difficulties of doing so. However, he aspires to live with his girlfriend in a house close perhaps to his family. He believes that with appropriate training this is very possible although he recognizes that under the circumstances this would not be an easy task.
If you want to, how do you imagine it? With whom do you want to live? How do you imagine your apartment to look like? What do you need to be fully functional according to your needs?
He aspires to live with his girlfriend in an apartment, fully equipt with all modern facilities, preferably close to his family. He would prefer a house with a garden so he can plant flowers and enjoy free time. For him, a home should be accessible, functional full of modern amenities, and utilize all modern technology to make life easy and comfortable.
What would you like to be part of the guide which we will create? What will be your recommendation?
Include instructions on stress and emergencies management
Give details and describe in a simple and yet inclusive way how to renovate a house or apartment so it can be fully accessible and functional according to different disabilities
Provide instructions and guidelines on independent living including tips and instructions for daily tasks
You should be able to find up-to-date information on technical aids and their use
Have you participated until now to any activity for independent living?
E.M is a 27 years young woman diagnosed with hemiplegia caused by spinal cord injury. She was 21 years old when she was involved in a motor vehicle accident.
Before the accident
She was engaged in administrative tasks to support her father’s business
Was focused on personal development and was carrying out all domestic tasks
Liked gym-based exercise and good food and she had a lot of friends. She was living in her apartment.
After the accident, her life changed dramatically and for two years struggled to get to terms with the new situation and achieve a satisfying level of autonomy and rehabilitation.
She attended physiotherapy courses for about one year and she had 15 sessions with a psychologist
She had a bad mood and often anxiety, fatigue, and phobia of driving, and her sleeping pattern was very disturbed
She suffered from panic attacks that started after one week after the accident and continue to date. After the accident, she had difficulty completing administrative tasks at work and subsequently ceased working. She had lost interest in personal care and stopped seeing other people and friends. She had no interest in diet anymore and often she would consume takeaway and junk food
Her parents and all her friends were very worried about her health situation and they asked for special rehabilitation services that would help her to recover as much as possible. At first, it was very difficult because E.M. had no motivation. Not having specialized public services in the city, the parents turned to a private rehabilitation center in nearby Larisa
The recovery team composed of a psychologist, physiotherapist, and an ergo therapist made a rehabilitation plan for 3 months. After 3 months, E.M. moved from a wheelchair to an elbow crutch. This progress motivated E.M to continue physiotherapy and occupational therapy program. She started going to a specialized gym and after another nine months to an ordinary gym.
The ergo therapist helped her to perform her daily living tasks, among others cooking independently and using a crutch only when she is very tired or when she walks a lot.
Talking to the social worker who conducted the interview E.M said that the recovery period was very difficult for her, “she thought that she would never wake up again”. However, now after almost 2 difficult years, she can help young people with mental disabilities to participate in simple dance activities and simple movement games for the development of physical, social and communicative skills necessary for their integration into society.
Who do you leave with? How is your day organized? What are your main activities in the day at home?
E.M is living in her apartment alone being independent to a large degree. She only needs help when she does general cleaning around the house when she invites friends to eat together, and when she goes to inaccessible places. She started work and took dance lessons, and is now a Zumba instructor for young people with mental disabilities at the Social Dance School Volonesia in Volos. She is full time engaged in administrative tasks to support her father’s business
How do your parents, family, and friends support you in doing everyday activities? How do you want them to support you?
She would like her parents and close friends to trust her, to stop worrying that she might have an accident, or not be able to manage herself. She appreciates the interest that people around her show but she wants to be independent and be supported only after she requests help.
What do you usually do at home? And outside of home? What do you want to do more? What new thing do you want to learn?
E.M likes very much to read scientific books, books about healthy diets and other educational material from which she can get ideas about her project with young people with disabilities. She loves going to the beach and take excursions.
Do you have the opportunity to leave outside from your parent’s house? Have you did it until now? Do you want to?
She is living alone in an apartment adapted to her needs. The place she lives features all the necessary facilities, especially in the bathroom and the kitchen.Even the living room is comfortable and she often invites friends to be and spend time with
What would you like to be part of the guide which we will create? What will be your recommendation
From the discussions she had with young people with intellectual disabilities, she understood that it is very important for them to participate in activities with their peers from the general public. She understands that integration and inclusion are different concepts because there is a big difference between organizing an activity solely for people with disabilities and organizing an activity in which persons with and without impairments are participating together, being equally engaged, so she would like
clear instructions on how she can organize and implement activities for mixed abilities groups
crisis management instructions in working with young people with mental disabilities
relaxation techniques and different warm-up techniques
video with practical applications / movement games, yoga games to motivate children/youth to learn/to be active and to have fun.
Have you participated until now to any activity for independent living?
A.S is a 29 years old young person with visual impairment. The young man lost his sight at the age of 24 in a car accident. He had studied Call Cente Information Provision and Customer Service and he was at the beginning of his career when the accident happened. The accident stopped everything in his life until his doctor recommended he go to the Blind Education and Rehabilitation Center in Thessaloniki
In this Rehabilitation Center, he was trained for 5 years in Orientation and Mobility which is the cornerstone for the development of autonomy in people with visual impairment. During the interview, he stated that, for a student with visual impairment, orientation and mobility takes place every single moment of the day, while the person explores the environment around him and interacts with it.
After 5 years of training, A.S was able to move independently using a white cane or guide dog and to perform all daily tasks. During his training on the development of independent living skills, he continued his studies at the University of Macedonia, Department of Social, Humanities & Arts, where he obtained his degree in Education and Social Policy, Lifelong Learning. He also obtained a Certification of knowledge of the Braille writing and reading system and studied at the Hellenic Academy of Neuro-Linguistic Programming obtaining NLP Master Practitioner specializing in visual impairment
Who do you leave with? How is your day organized? What are your main activities in the day at home
A.S lives in his apartment and has a lot of friends, most of them not disabled. He is working full timeas an office worker in a Greek big company .and parallel to it he devotes time as a volunteer at the Blind Education & Rehabilitation Center, Thessaloniki Branch, informing the general public about disability issues, organizing campaigns and special events, teaching Escort Techniques and informing people about the benefits of Guide Dogs
How do your parents, family, and friends support you in doing everyday activities? How do you want them to support you?
A.S stated that the training on independent living skills and assistive technology opened a whole new world of possibilities for him. The mobile phone is a lifeline for disabled people needing security when the person travels solo or needs urgent care support.
He stated that after the accident he worried that no one would want to be seen next to a disabled person, however, as his training progressed gradually he got the confidence and self-esteem to believe that just like anyone else he could find friendship and love. Friendships had always meant a lot to him and his friends always were there for him. His parents cared for him and he is so appreciative of that. Now he wants his friends to be friends, his parents just to be parents, and his family to be family
What do you usually do at home? And outside of the home? What do you want to do more? What new thing do you want to learn
Reading, cooking, going out with friends. As a volunteer at the Blind Education & Rehabilitation Center, he tries to help children/youth with disabilities, learn independent living skills, and learn to be as independent as possible. He also works to inform the general public about disability issues, organize campaigns and special events, teach Escort Techniques and inform people about the benefits of Guide Dogs. Learning and skills upgrading is a continuous process for him and he strives to learn anything that will be of benefit for his entire life.
Do you have the opportunity to live outside your parent’s house? Have you done it until now? Do you want to?
A.S is already living in his apartment independently. He is earning an income that makes this possible and of course all the training he received. However, most importantly, he has the determination and will to live life to its fullest and contribute to the well-being of others that suffered similar handicaps in their lives.
If you want to, how do you imagine it? With whom do you want to live? How do you imagine your apartment to look like? What do you need in order to be fully functional according to your needs?
He is already managing to live independently and he plans to live together with his girlfriend. The apartment is already fully equipped and operational according to his needs. He is a fan of new technology and is open to the introduction of new devices and other assists that will improve his quality of life further.
What would you like to be part of the guide which we will create? What will be your recommendation?
A.S was part of the working team that initiated and implemented a very important and unique accessibility project in Greece, concerning the integration of appropriate facilities in the design of a supermarket to make it accessible for people with visual impairments.
This example of good practice practically demonstrates the excellent results that are obtained when specialists closely collaborate with people with disabilities
In his opinion, the guide should set a clear roadmap to accessibility and independent living for people with disabilities. One section of the guide should be addressed to the policymakers and define with clarity in a step–by–step fashion how independent living should be a top priority in a civilized society.
The editors should prioritize the themes and make the guide an easy read with illustrations and references available. One idea might be to split the guide into two separate parts, one for the users and one for the policy makers so that information is targeted making it a useful tool for the readers.
How would you describe your disability or impairment?
I walk short distances with assistance, and I feel very little from my waist down. I use a wheelchair. I have spina bifida.
How does your disability affect your daily life?
I’m unable to get a driver’s license. I would love to go out more, to have coffee and go shopping, but it’s difficult to coordinate because I need someone to drive me. Since there are six of us in the family, it’s not always easy to organize. Right now, my brother is my personal assistant, and he takes me to the occupational activity center in the morning. It’s a bit easier now.
How old are you?
I am 29 years old. I can’t wait to turn 30 and have a party.
What are your biggest life priorities and goals?
I would love to have a house by the sea, where I could live. When I was younger, I always dreamed of a man who would have his head on straight so I could get married and have four children. I even looked at rings and wedding dresses. I still have these wishes today.
What sports or leisure activities are you currently involved in?
I had boccia in school, but I’m not interested in it anymore. I listen to music, solve puzzles, which are good for my brain. I help at home and spend time with my dog. I love going to concerts, and I regularly attend Bassi (singer) at Križanke. If possible, I go to a nearby café with friends.
How did you get involved in these activities (e.g., through school, family, friends)?
Through school, family, and friends. I always go somewhere nearby so that I don’t burden others with having to drive me.
How often do you participate in these activities?
Right now, I do puzzles every day. On weekends, I start at 11 AM and finish at 9 PM. Once I start something, I have to finish it.
What adjustments (if any) do you need to participate?
I can speak, but I sometimes get confused by the value of money, so it’s good to have someone with me who understands money. When I go for a drink, I write down the price. I have a whole list so I know how much things cost and prepare enough money in advance.
What challenges have you faced in joining sports or leisure activities?
The main challenge is transportation. In boccia, I got frustrated because a lot of people were watching me and observing what I would do. Since I didn’t throw the ball well, they got angry and unpleasant.
How did you overcome these obstacles (if you had any)?
My dad bought me a motorized attachment for my wheelchair (Speedex). My health insurance didn’t want to grant me the right to use this motorized attachment, so we had to buy it.
Who has supported you the most in getting involved in activities?
When it comes to puzzles, my dad and my brother Maj support me the most. Right now, I’m working on a 1,000-piece puzzle. I don’t need support or encouragement for socializing with friends and I actually enjoy shopping even more.
How have these activities affected your relationships with family, friends, or the community?
They definitely affect my friendships. Someone who just wants to sit at home all day and has a lot of free time might not understand that I have other commitments and am not always available, which sometimes causes issues. I also need some rest, so I can’t go for a drink immediately after coming home from the occupational activity center.
What activities would you like to try in the future?
I have already played the accordion. My personal assistant taught me. I don’t need to attend dance classes because I can dance well without wheelchair if I have a good dance partner. Wheelchair dancing was boring for me. Maybe I would like to learn conversational Spanish.
What changes or support would you like to have for better participation in activities?
Nothing in particular. I already participate in coffee outings and concerts and manage this on my own. I don’t like when people feel sorry for themselves. I arrange transportation and go.
In your opinion, how could sports and leisure activities help better integrate young people with disabilities?
My brother Maj is autistic, and sports would help him, but he would need supervision. I think it would be beneficial. Any activity they join helps with integration.
What advice would you give to other young people with disabilities who want to participate in sports or leisure activities?
Look up different activities on the internet. If something doesn’t interest you, you don’t have to try it. But if it seems even a little interesting, give it a try and get involved.
How would you describe your disability or impairment?
I have a moderate intellectual disability.
How does your disability affect your daily life?
I had difficulty learning, so I went to a special school, and math was challenging for me. Since then, I have learned a lot, and I’m learning about managing money. Today, I don’t feel limited by my disability.
How old are you, and where are you from?
I’m from Rakitna (near Ljubljana), and I’ll be 44 years old soon.
What are your biggest life priorities and goals?
My main goals are to become even more independent and to continue progressing.
What sports or leisure activities are you currently involved in?
Boccia, table tennis, two choirs, going for a walk, drawing and writing, cooking, and I enjoy socializing and visits. I don’t like being completely alone too much.
How did you get involved in these activities (e.g., through school, family, friends)?
My friend’s mom encouraged me, and I read about the choir in the »Barjanski list« newspaper. At first, I was nervous about how I would be accepted, but it turned out to be wonderful and relaxed. Now we enjoy it; sometimes we celebrate, and occasionally someone brings food. There’s a lot of repetition when learning new songs, but I sing them by heart, because I don’t know the notes. I started table tennis through Zveza Sožitje (the Slovenian Association for Persons with Intellectual Disabilities) and joined the choir and boccia through Zveza Sonček (Cerebral Palsy Association of Slovenia) occupational activity center, where I work.
How often do you participate in these activities?
I have table tennis on Tuesdays, boccia on Thursdays, the occupational activity center’s choir on Wednesdays, and the other choir on Fridays. My mom recently started joining me for table tennis. I also participate in competitions for table tennis and have already won many medals.
What adjustments (if any) do you need to participate?
I don’t need any adjustments.
Why are these activities important to you?
They make me happy, I get to socialize, relax, and not stay at home all the time. I have a great time.
How do these activities make you feel physically and mentally?
It’s like exercise for me. I feel relaxed, I forget everything while I’m there, and I really enjoy myself.
Have these activities helped you improve your confidence or social skills?
They have helped me. I overcame my fears; at first, I was nervous and anxious, but now I’m not anymore.
What challenges have you faced in joining sports or leisure activities?
I didn’t face anything significant; I integrated well into all the activities.
Were there any costs, accessibility issues, or lack of support involved?
My mom drives me to practice, so I didn’t have any accessibility problems. Otherwise, I also go by myself, using the bus.
How did you overcome these obstacles (if you had any)?
I never felt like anything was holding me back.
Who has supported you the most in getting involved in activities?
My mom has supported me the most, but I also decided on my own. I enjoy going for myself, so I don’t need much support.
How have these activities affected your relationships with family, friends, or the community?
When we perform with the choir, we help each other. We socialize a lot with the members of the Rakitna choir.
What activities would you like to try in the future?
I would like to try a drama club and a dance course. I’ve been interested in drama for a long time. In the past, I was part of a drama club where we used puppets, had rehearsals, and performed. One of the puppets was very big and heavy, so my arm hurt. Once, we performed with the choir on the radio. I also attended dance classes and I would like to try them again.
What changes or support would you like to have for better participation in activities?
I don’t need more support, I’m happy.
In your opinion, how could sports and leisure activities help better integrate young people with disabilities?
I think it would benefit them to participate in sports and leisure activities because they would feel better, enjoy themselves, and relax. I also think it would help them expand their circle of friends, as long as they are accepted.
What advice would you give to other young people with disabilities who want to get involved in sports or leisure activities?
Just go for it, get involved as much as possible, and meet new people. Look for information about sports activities, read about them, or ask your relatives.
Baskin is an original sport invented in Cremona (Italy) in 2003 and it is officially recognized since 2019. It is open to everyone—players with and without disabilities, of all skill levels and ages. It is inclusive, engaging, and competitive.
Baskin aims to create team spirit, foster the inclusion of people with disabilities, and eliminate the differences between people. The youngster with and without physical and/or mental disabilities play together creating mixed teams.
Baskin is not an activity that allows some to play and have fun while other “help out” from time to time. Baskin ensures that everyone gets a chance to play a decisive role in the game, each of them making their own contribution and giving their all. It is an authentic sport with no room for paternalism, where everyone can use their abilities at their best in order to win.
In Italy, Baskin involves over 5,600 people, including players, coaches, referees, officials, and managers, along with more than 5,000 students. Around 20,000 people—families, relatives, friends, and supporters—actively participate in the Baskin community.
The sport is also played in Spain, France, Greece, Luxembourg, Germany, Serbia, and Belgium.
Regulation
Baskin is a new sport inspired by basketball but with unique and innovative features. It follows a set of 10 rules that make the game dynamic and unpredictable. The Baskin regulations adapt:
Equipment: Uses multiple baskets—two standard and two lower side baskets. The standard ball can be replaced with one of different size and weight.
Space: Includes protected zones to ensure fair shooting opportunities at the side baskets.
Rules: Each player has a defined role based on their motor skills and competes against an opponent of the same level. Roles are numbered from 1 to 5, each with specific rules.
Support: A tutor (a teammate) may be assigned to assist a player with disabilities, providing varying levels of support during gameplay.
Baskin is an innovative and inclusive sport that promotes teamwork, strategy, and accessibility for all.
Target group of the project: 10 volunteers with typical development (18 – 22 years old), students at the Faculty of Special Pedagogy in Volos Greece, and 5 visual impairments youth (18-25 years old), members of multidisciplinary team of the organization.
Aim of the project: The activities was funded and organized by the NGO “Changing myself…I change the world” and “MAGNITES TIFLI”. The activity aimed to train 10 volunteers on how to approach, assist, and support visually impaired youth, while also giving both groups the opportunity to spend a one-day beach trip together.
Description of the activities
The training course was developed in an interactive engaging manner, using different learning techniques (e-learning modules: providing sighted guide assistance, different sight loss conditions, managing safeguarding situation) and face to face workshops.
Students learned to assist visually impaired persons in navigating various environments (e.g., chairs, narrow areas, stairs, vehicles, roads, public transport), becoming their “guardian angel.”
They also got knowledge related to assistive aids/devices used by the visually impaired persons in general and for assisted eating in special, theoretical and practical knowledge on how to use the clock reference system and compass reference system. The clock reference system can help visually impaired person to form a mental picture of where each food item is located on the plate. Compass reference system is for persons with difficulty using clock reference system, in which food is described with North, South, East, West; north-east, north-west..
The trained students participated together with the multidisciplinary team of the foundation in 1 day trip with 5 visually impaired
During the trip the youth visited the Archeological Museum of Volos (Athanasakeion Archaeological museum) that houses many exquisite finds from early 20th century and modern archaeological excavations in Thessaly (jewelry, household utensils and agricultural tools, originating from the Neolithic settlements of Dimini and Sesklo, clay statuettes and a wide variety of items from the Geometric period. The group had the opportunity to enjoy a guided tour and touch some of the exhibits
The trained volunteers and the visual impaired youth:
Had lunch and dinner at the restaurant, thus having the possibility to apply in practice the theoretical and practical knowledge acquired during the course.
All together swim at the nearby beach
Socializing at the cafeteria: some participants played team games, playing cards, Dominos etc. while others shared their experiences and demonstrated to each other the use of smart phones and tablets.
Walk on the prominence and drinks at a bar with live Greek music
The experience was a great and fun one for all participants. They all considered the experience to be a successful one and highly evaluated all planned activities. The participants had the opportunity to exchange ideas and experiences, meet other participants with similar interest and form new friendships. The experience was also of great value for the sighted participants who stated that besides spending a nice trip by the beach they also had the opportunity to be of help to anyone who needed some assistance while meeting new friends
The students increase their communication and interpersonal skills, their patience to deliver sighted guide assistance, learn to manage safe guarding situations.
Volunteers:
Gained satisfaction from supporting visually impaired persons to live actively and independently.
Strengthened efforts by youth organizations to include participants with disabilities in all types of events.
Encouraged youth workers to involve people with various disabilities in youth activities and inform families about the benefits of non-formal education.
CASE STUDY: NGO “PER.ART” ACTIVITIES COMBINING ART AND INCLUSION
Per.Art is an inclusive performing arts organisation based in Novi Sad, Serbia, dedicated to integrating people with disabilities into contemporary dance and theatre. Founded in 1999, the organisation has become a leading example in the region for promoting inclusive artistic expression, empowering individuals with and without disabilities through creative movement, stage performance, and collaborative productions.
With more than two decades of experience, Per.Art’s artistic programs break down barriers, challenge societal perceptions of disabilities, and foster an environment where creativity, self-expression, and inclusion thrive. The organisation collaborates with professional artists, disability advocates, and institutions to develop and perform high-quality productions featuring people with and without disabilities.
Per.Art has a number of active members and beneficiaries. One of Per.Art’s most inspiring success stories is that of Dalibor Šandor, a long-time participant in the programme. Dalibor, a young man with intellectual disabilities, first joined Per.Art with a passion for performance but limited opportunities to express himself publicly.
Initially, Dalibor participated in movement-based workshops, where he explored body awareness, rhythm, and improvisation. Over time, he gained confidence and developed a unique artistic voice, allowing him to contribute to the creative process. With guidance from experienced choreographers and directors, Dalibor transitioned from a workshop participant to a lead performer in several productions.
Dalibor performed in multiple Per.Art productions, including collaborations with European theatre and dance festivals. His participation challenged stereotypes about the capabilities of people with disabilities in professional arts. Dalibor has expressed that performing gives him a sense of independence, self-worth, and fulfilment, while also improving his communication skills.
Today, he serves as an advocate for inclusive arts, encouraging other young people with disabilities to explore their creative potential.
The Role of Per.Art in Fostering Inclusion
Per.Art’s approach is based on non-hierarchical collaboration, where individuals with disabilities are not just participants but co-creators in artistic projects. Their work challenges traditional notions of who can be an artist and ensures that performances reflect diverse experiences and perspectives.
The organisation offers regular workshops in contemporary dance and theatre, tailored to accommodate different abilities. Professional mentors and choreographers guide participants in exploring movement, storytelling, and emotional expression. Special emphasis is placed on self-expression, teamwork, and stage presence, fostering personal growth and social inclusion.
Per.Art organises public performances, talks, and exhibitions to engage audiences and shift societal attitudes about disability and inclusion. Their productions are showcased in Serbia and internationally, amplifying their message of accessibility and creative inclusivity. Through these performances, the organisation creates a more inclusive cultural landscape, ensuring people with disabilities are seen and recognised as valuable contributors to the arts.
Despite its success, Per.Art faces several challenges in sustaining and expanding its work mainly due to limited funding for inclusive arts programs in Serbia, the need for more trained instructors in adapted dance and theatre, accessibility barriers in theatres and performance spaces. However, their commitment to advocacy, partnerships, and continuous innovation has allowed them to overcome these obstacles and make a lasting impact on Serbia’s arts scene.
Conclusion
Per.Art serves as a model for inclusive performing arts, proving that young people with disabilities can thrive in creative fields when given the opportunity and support. Through its workshops, performances, and advocacy efforts, the organisation not only transforms individual lives but also challenges societal norms, promoting a culture of acceptance, diversity, and artistic excellence. Dalibor Šandor’s journey exemplifies how inclusive arts empower young people with disabilities, helping them develop confidence, self-expression, and a sense of belonging. His story, along with Per.Art’s continued efforts, highlights the importance of accessible artistic spaces and the value of inclusion in cultural life. This case study showcases the impact of art as a tool for empowerment, making it a valuable contribution to the ongoing conversation on fostering inclusive social and leisure activities for young people with disabilities.
More information can be found in the following links and sources:
Playing chess (visual disability player with typical development player) Activity by the NGO “Changing myself…I change the world”
Chess with mixed ability players
1.The rules of the Chess game with mixed ability players are the same as the viewers.
2. The chess board for the blind has a textured surface for the pawns to snap onto, so that players don’t fall & get disoriented.
3. Before the start of the match and after its end the players shake hands as usual.
4. At the beginning of the game the chessboard is set up so that each player has the white (or light) square on the lower right side. Picture 1
5. Each player at the start of the game sets up a chessboard with white pawns and then black ones., Picture 2
6. Each player has their own chat timer with a countdown and with a large and clear screen with an audible buzzer Large and comfortable buttons (own time on the left and opponent’s time on the right)
Also during the game each player, after having made his move on the chessboard, must stop his timer and start his opponent’s timer.
7. Each player in each move moves his pawn, e.g. white and obligatorily states in which position he places it, also the opponent moves the white pawn on his own chessboard to the position indicated by the player. This is done by both players so that by touch they know the image of the chessboard, to study the next moves.
8. The blind player has the right of a sighted Companion to record his own and the opponent’s moves, unless there is an objection or a wrong move that has been announced. He can also use a tape recorder and record the movements of both. The partially sighted can also record the movements of both players himself if he wants.
8. At the matches there are supervisors who check the movements or correct any mistakes.
