Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium In the context of the “Intelligent Serious Games for Social and Cognitive Competence” project (ISG), we organised the event “Enhancing the skills of youth with learning disabilities” on 22 June 2018, in Brussels, Belgium. The event highlighted a whole range of initiatives that have as common goal to enhance skills of youth with (learning) disabilities. Target audience: People with disabilities, and their families and friends Teachers / Trainers / Tutors from inclusive and special education Youth and disability organisations Personal caregivers ICT and AT experts Program: 8.30-9.00: Registration and welcome OPENING (9.00-9.30) Opening + introduction to ISG – Karel Van Isacker (CEO, PhoenixKM) SESSION 1 (9.30-10.30) Increased independence for youth with learning disabilities Chair: Jean-Marie Vanhove (inclusion expert) 9.30 – 10.00: More independence for youth with learning disabilities – EU context: Helga Stevens (N-VA), Member of the European Parliament, Vice-Chair ECR, Co-chair Disability Intergroup 10.00 – 10.20: Witness accounts of pilot participants 10.20 – 10.30: Discussion – questions SESSION 2 (10.30 – 11.30) Need for skills enhancements: A European perspective Chair: Shervin Shirmohammadi, Sehir University, Turkey 10.30 – 10.50: EU Disability Policy: Inmaculada Placencia-Porrero (Deputy Head of Unit, for Rights of Persons with Disabilities within the Directorate General for Justice) 10.50 – 11.10: The need for skills training for people with disabilities: Mark Van Assche (TOLBO vzw) 11.10- 11.30: Discussion and questions Break + exhibition (11.30 – 12.00) SESSION 3: (12.00- 13.30) Examples of how skills training is applied in various initiatives towards vulnerable groups Chair: Petya Grudeva, MCA 12.00 – 12.20: Play2DO – MCA 12.20 – 12.40: Pathway+ and Speech pathology – Karel Van Isacker, PhoenixKM 12.40 – 13.00: Positive Leisure + Access Interact + ST4ALL – NARHU 13.00 – 13.30: Discussion and questions Closing words by Jan Buysse, Managing Director vleva Lunch (13.30 – 15.00) Break and exhibition of wide range of inclusion oriented projects (13.30 – 15.00) This project (2015-1-TR01-KA201-022247) has been funded with support from the European Commission (Erasmus+ Programme). This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

1. Final Multiplier Event
“Enhancing the skills of youth with learning disabilities”
22 June 2018 – Brussels, Belgium
“ISG4Competence and its innovation and impact”
Zgura-M, Bulgaria

2. Social competence (definition)
Social competence is a complex, multidimensional
concept consisting of social, emotional (e.g. affect
regulation), cognitive (e.g. fund of information, skills
for processing/acquisition, perspective taking), and
behavioural skills (e.g. conversation skills, pro-social
behaviour), as well as motivational and expectancy
sets (e.g. moral development, self-efficacy) needed
for successful social adaptation.
(Semrud-Clikeman, M. (2007). Social competence in children. New York, NY:
Springer Science+Business Media)

3. Social competence (definition)
• Social competence also reflects having an ability to take another's
perspective concerning a situation, learn from past experiences,
and apply that learning to the changes in social interactions.
• Social competence is the foundation upon which expectations for
future interaction with others are built, and upon which
individuals develop perceptions of their own behaviour.
• Often, the concept of social competence frequently encompasses
additional constructs such as social skills, social communication,
and interpersonal communication.

4. Cognitive competences (definition)
Cognitive competences are those competences
through which people can operate their personal
experiences and organize and adapt their thoughts
to guide their behaviour (e.g. creative thinking,
reasoning, problem solving and information
processing, decision making, time management,
managing resources, orientation, etc.) - Piaget

5. Cognitive competences are:
•Self-esteem and self-confidence
•Motivation
•Managing anger and stress
•Team working
•Communication
•Improving own learning
•Problem solving
•Creativity
•…

6. Project Concept
• To improve the quality, attractiveness and accessibility
of the opportunities for lifelong learning available by
developing interactive mobile games
• To equip teachers with effective strategies for
implementation of innovative ICT solutions as part of
their teaching practices
• To enhance the digital integration in learning,
teaching, training and youth work at various levels

7. About our initiative:
• Measure: Strategic partnership for school education
• Funded by: Erasmus+ programme, EU Commission
• Start: 01 September 2015
• End: 31 August 2018
• Managing authority: Turkish National Agency

8. Partnership:

9. Partnership:
• Turkey
• Istanbul Sehir University, Turkey (Project Coordinator)
• UBITED, Turkey
• ACT Creative, Turkey
• Hungary
• University of Pannonia, Hungary
• Slovenia
• University of Maribor, Slovenia
• Bulgaria
• ZGURA-M, Bulgaria
• Belgium
• PHOENIXKM, Belgium

10. Target groups:
•Students with specific learning difficulties
(Dyslexia, Dyspraxia, Autism spectrum disorder,
Asperger, ADHD)
•Students with mild intellectual disabilities
•Students with sensory impairments
•Students with low level social skills

11. Target groups:
•Professionals involved in inclusive education:
• Public teachers (incl. resource teacher, speech therapist, etc.)
• Private teachers
• Professionals working with people with disabilities
• Educational planning/methodology experts
• Headmasters/principals
•Families of children and youth with disabilities
•Training institutions – in the context of mainstream and
inclusive education

12. Our intellectual outputs
• IO1: Scoping Report
• IO2: Suite of serious game on accessible
learning objects - learning content creation
• IO3: Interactive games for mobile learning
• IO4: Trainers’ manual
• IO5: Usability evaluation, implementation
phase and piloting
• IO6: Collaborative mobile learning platform

13. IO1: Scoping Report
The Scoping Report is specifying the innovation for this
target audience by analysising of characteristics,
learning and training needs, tasks, and learning
environments in Turkey, Bulgaria, Belgium, Slovenia and
Hungary.
Methodologies used:
- Survey by questionnaire.
- Face to face meetings and interviews.
- Design and implementation of research programme

14. IO2: Learning content creation
Suite of serious game on accessible learning objects in
basic skills, key skills, personal development, work
preparation and work sustainability.
Methodologies :
• Problem based learning theory
• Curriculum
• Blended learning (face2face and interaction via
mobile learning)

15. ISG4Competence curriculum
• Based on the principles of collaborative blended learning
which involves a student/person with learning difficulties
and a trainer/teacher.
• People who have completed this curriculum are expected
to have increased social and in particular cognitive
competences which correspond to their personal
educational and employment needs.
• The interaction between the student with learning
difficulties and the trainer is on a conceptual basis,
therefore there is no recommendation for frequency of
activities or duration of the learning process.

16. ISG4Competence curriculum – step by step
• Identify the needs of the student with mild learning
difficulties (what are the current gaps in terms of social
and creativity competences – for reference IO1
Consolidated survey report).
• Develop person-driven aims and objectives.
• Select content that matches those aims and objectives.
• Select an appropriate instructional method that promotes
the student’s engagement.
• Regular review of the balance and sequence between
different types of activities

17. Educational settings of application of the suite of
serious games
• Classrooms in mainstreaming schools - used as additional
approach to fulfil the learning outcomes of particular learning
subject
• Extracurricular activities in the schools – used as possible
alternative approach for acquisition of basic and key competencies
which cannot be covered during compulsory courses at schools
• Private lessons – used as an alternative educational approach for
students who cannot attend mainstream courses
• Activities of youth volunteering informal groups – used as a
media where peer learning support could be facilitated.

19. Specification Component Description
Working title of the game: (title of the game)
Description (game overview and learning objectives): Description of the learning context into which it will be used.
Curriculum covered (learning scenarios): Selection of the specific cognitive competencies which the game covers.
(include scenario ID and activity number)
Game structure: Activity 1
Activity 2
…
Distinctive features: Supported platforms:
3D environment:
Automation:
Interactions:
Game map:
Text-to-speech:
Language support:
Control mechanism (buttons, joystick):
Individual profile:
Online/offline use:
Characters and environment: Playable characters:
Non-playable characters:
Style: Structure
Content customisation
Graphics quality
Game narrative: Description of the game narrative.
Audio playback:
Reward mechanism: Type of reward:
Feedback of the game

20. Didactic principles
• the sense of wonder and natural curiosity of students with mild
learning difficulties is a primary motivating factor
• the student as an active agent in his or her lifelong learning and
improvement of his/her social and creativity competences
• improvement of social and creativity competences is developmental in
its nature
• learning should involve guided activity and discovery methods
• easy to understand language is central in the learning process

21. Didactic principles
• social and emotional dimensions are important factors in
learning
• skills that facilitate the transfer of learning should be
fostered
• active listening, understanding instructions, problem-solving
and observational skills should be developed
• collaborative learning should be a feature in the learning
process
• the range of individual differences should be taken into
account in the learning process
• assessment of the impact and progress of the student with
mild learning difficulties is an integral part of process

22. IO3: Interactive games for mobile learning
1. Math game
2. Pair cards
3. Labyrinth
4. Car racing
5. VR shop
6. Kitten game
7. Team working and team building (“Minecraft”)
8. Following the instruction to solve the problem (“Minecraft”)
9. Sequence
10. Into the forest
11. Memori
12. Weekend wonderland

23. Math game

24. Car racing

25. Labyrinth

26. Manage yourself

27. “Team working and team building”
“Following the instruction to solve the
problem” (“Minecraft” based)

28. VR Shop

29. Weekend wonderland

30. Weekend wonderland

31. Into the forest

32. Sequence

33. Memori

34. IO4: Trainers’ manual
• describes the hardware / software requirements that our
suite of games requires
• guides the trainers/teachers/pedagogical staff on the
implementation of the pedagogical methodology
implemented during the development and
implementation of the games scenarios (reference to
IO2)
• provides guidance on the used instructional approach for
practical implementation of the serious games at
classroom settings

35. IO4: Trainers’ manual
• guides trainers, teachers and pedagogical staff on how
novel ICT solutions such as serious educational games
are to be used in combination with and complementary
to existing teaching practices and materials, so as to
form a complete learning experience
• provides ethics and consent forms which must be used
during the pilot implementation phase
• provides pre- and post- assessment forms in terms of
acquisition of social and cognitive competences as well
as post-assessment via a feedback questionnaire (Likert
scale)

36. IO4: Trainers’ manual (content)
I.Purpose of the manual
II. Game based learning and its impact on the inclusive
education of students with learning difficulties
• Social context
• Educational context
• Organisational context
• Technical context
III. ISG4Competence curriculum for support acquisition
of social and cognitive competences and its
implementation.

37. IO4: Trainers’ manual
IV. Measurement impact tools
• Recording sheet per student
• Impact assessment questionnaire for current status of
social and cognitive competences of the student with
learning difficulty
• Communication skills
• Cooperation
• Conflict resolution
• Self-esteem
• Self-control
• Assertiveness
• Post-test Likert scale questionnaire

38. IO4: Trainers’ manual
V. Consent forms
• Ethics
• Parent/Teacher/Trainer Information Sheet
• Participant Information Sheet/Script and Consent
• Teacher/Trainer consent
• Parent/Guardian Statement of Consent for the
student

39. IO5: Usability evaluation
• Recording sheet
• Impact assessment questionnaire
• Post-test Likert scale questionnaire
• Pre-assessment of social and cognitive competences
• Post-assessment of level of social and cognitive
competences
• Case studies
• Piloting reports from each country

40. IO6: Collaborative mobile learning
platform
• An accessible multilingual mobile learning platform,
operated under the open source system
• SCORM compliant.
• Design and content specification of the mobile
learning platform based on stakeholder
requirements identified in IO1 and extended based
on series of pilot tryouts.
• www.isg4competence.com

41. Thank you for your
attention!