This platform is developed as part of the Erasmus+ project “Fostering Inclusive Social and Leisure Activities for Young People with Disabilities” which is a transnational initiative led by four organisations from Italy, Greece, Slovenia and Serbia. The project was developed of a clear need: to break down the social, attitudinal and infrastructural barriers that continue to exclude young people with disabilities from participating equally in recreational life.
The project aims to create inclusive environments where differences are embraced, and participation becomes an opportunity for shared growth. The project includes local trainings, international collaboration and knowledge exchange, through which it supports youth workers and young people in using leisure and outdoor activities as powerful tools for social inclusion.
The FISLAypwd E-Learning Platform is one of the project’s core results. More than just a repository of materials, it is a dynamic learning space designed to equip youth workers, educators and young individuals with practical knowledge, expert techniques and adaptable tools for inclusive activity design. In this platform, users can access curated content, training modules, interviews, case studies and a variety of resources in five languages – English, Italian, Greek, Slovenian and Serbian.
But this platform is also a community itself. It is a space for feedback, discuss innovative approaches and inspire one another toward more inclusive practices. Whether you’re a youth worker, educator or young person eager to make a difference, this platform is your gateway to action, learning and meaningful impact.
Together, we are fostering a culture where leisure is for everyone — and where inclusion isn’t an exception, but the standard.
Despite significant efforts in recent years, people with disabilities continue to face significant obstacles that limit their participation in social and recreational activities in their community, for numerous reasons.
First, the lack of assistive technologies-which are often not readily available or accessible-significantly hinder the participation of people with disabilities within their community and society on an equal footing with others. A WHO study of 35 countries reveals that access to assistive technologies varies from 3 percent in the poorest nations to 90 percent in wealthy countries, identifying some key barriers in accessing assistive technologies as lack of awareness, affordable prices, services, and inadequate quality, variety and quantity of available products. This has serious consequences in the lives of people with disabilities, given that assistive technologies have not only a positive impact on the health, well-being, participation, and inclusion of people with disabilities, but – especially for children and youth with disabilities – they play a key role in their development, access to education, participation in sports, and social life like their peers.
In addition, the persistence of attitudinal and cultural barriers such as negative attitudes, fear, and prejudice on the part of youth organisations, parents, and the trainers of people with disabilities themselves constitute a significant obstacle to their participation in social and recreational life in the community. Going into the specifics of sports, several studies, show that sports trainers and educators often lack the necessary knowledge and skills to adapt activities to the specific needs of young people with mental disabilities. Lack of professional preparation, equipment, programming, and time means that sports trainers – who, if well prepared, could play a facilitating role in the social and sports inclusion of people with disabilities – risk becoming an additional barrier to their full participation.
These obstacles, combined with the often-high cost of sports activities, the difficult accessibility of many sports complexes and facilities, and the architectural and natural barriers that can be encountered cause the systematic exclusion of people with disabilities from physical, sports, and recreational activities.
Indeed, research indicates that young people with disabilities often lag behind their peers in involvement in such activities,, with negative consequences in various areas of life. Indeed, limited inclusion of youth with disabilities in social activities has direct implications for their well-being, mental health, and overall quality of life. As many studies now show, participation in recreational and sports activities is not only a basic human right but also “a prerequisite for human development with the potential to meet basic social-psychological needs” for people with disabilities. Indeed, recreational activities enhance interpersonal relationships with peers, family and community members, increase the social and learning skills, communication and decision-making abilities of people with disabilities, and overall promote personal growth, self-expression and social integration, which are fundamental to a healthy and fulfilling life. In this regard, it is also very important to explore and find the most congenial sports and recreational activities for the youth with disabilities to ensure their motivation and involvement. To this end, youth workers and sport educators should engage directly with youth with disabilities and their families to develop activities that are as effective and amusing as possible.
It is precisely to address these challenges that the project “Promoting Inclusive Social and Recreational Activities for Youth with Disabilities” was born. By focusing on heterogeneous groups of youths with and without disabilities and focusing on social and recreational activities, the project aims to create an inclusive environment in which differences among participants become strengths and potential barriers to participation become opportunities for learning and growth for all participants. Furthermore, by facilitating interactions between youth with and without disabilities, the project aims-ultimately-to empower and transform the broader community.
Therefore, objectives of the project are:
Project activities are:
