Unlocking Freedom is a previous European project that lead to the construction of ILLICO. It ran from 2015 to 2018. Please find all information about it here, where the project comes from, its partners, and the results.
This is a three year European project due to complete in 2018. The project is funded by Erasmus+. Erasmus+ provides funding to projects that share information among European Union countries.
The project spans four European countries (Ireland, Finland, France and Bulgaria) with seven partners including the lead partner, Disability Federation of Ireland (DFI).
|Partner Country||Organisations Involved|
|Ireland||Disability Federation of Ireland
Stewarts Care Ltd.
National University of Ireland Maynooth
|France||Universite Paris XII Val de Marne (UPEC)
Centre de la Gabrielle (CLG)
|Bulgaria||The Institute for Community-based Social Services Foundation (ICSS)|
|Finland||Kehitysvammaisten Palvelusaatio – Service Foundation for People with an Intellectual Disability (KVPS)|
The European project will share learning regarding people with intellectual disabilities moving from institutions to their communities. We hope the project will have a positive impact on around 2,500 people living across the four partner countries.
The project is based on 3 Key Priorities identified across the partner organisations;
to support the de-institutionalisation of people with disabilities across Europe through adult and community education
- To ‘reduce disparities in learning outcomes affecting disadvantaged learners’ by supporting people to participate in non-formal high quality educational opportunities that are built around their personal educational needs.
- To actively support staff, adult educators and the communities to re-integrate people with disabilities who have been institutionalised in society or are at a stage of transition.
to improve and extend the offer of high quality learning opportunities tailored to individual adult learners, including through innovative ways of outreach
(In this instance, the adult learner is the person with a disability, mainly intellectual.)
- Often formal education opportunities are out of reach to adult learners with disabilities.
- Educational programmes and curriculum are often designed at too high a level or without taking into consideration specific needs or interests.
- To breach the barrier to education by tailoring educational programmes across partner countries to the needs of the individual learner, using interesting and innovative methodology.
The target group includes the most vulnerable who are people living in institutions or who are in a transitional phase within the community. Therefore, the training is very much focused on developing basic skills around independent living and transition training to support successful re-integration in the community and citizen engagement.
The use of the “train-the-trainer model” is innovative in itself: people with disabilities, selected European countries, are trained to deliver training to other people with disabilities or adult social workers and community service providers.
the development of ‘adult educator’s competences’
- Structural and attitudinal barriers still exist to prevent people with disabilities from accessing courses offered through adult education in mainstream settings. Adult and community educators, staff, family and the community at large can make broad assumptions on a person’s capacity or ability to participate.
- To challenge assumptions among the wider circles of support of people with disabilities, including staff from the institutions or disability service providers and the adult and community educators themselves.