Deliverables & results

The ILLICO project will be running over 3 years and started in September 2018. As we are currently building our different actions we can’t publish any results yet.

However, this page will be updated over the time so that you can have access to the outputs and results.


Here are the outputs planned over 3 years:

book1/ Study on developing the conditions and transferable methods for an effective peer-learning program in the field of independent living skills

By UPEC (FRANCE) – Alexandre Ployé is in charge of this study and establishing the peer-learning program in Centre de la Gabrielle

The general idea of this output is to help service providers adopt a view enhancing adults with intellectual disabilities’ capacities by using the ‘experts-by-experience’ approach in order to support de-institutionalization. Service providers’ capacity to support adults with disabilities develop independent living skills can be eased through peer-learning, as long as it relies on clear conditions and adequate methods proven efficient. A group of former users with intellectual disabilities of Centre de la Gabrielle’ services (trainers as experts by experience), now living independently in the community, will thus come co-construct and share experience, design, implement and finally analyze a training session about independent living skills.  The trainees will be users supported by Centre de la Gabrielle at an early stage of the deinstitutionalisation process.


camera2/ Step-by-step videoclips and training for people with disabilites, staff and parents on “How to develop independent living skills”

By ICSS (BULGARIA)

The aim of this output is to design and test in the adult education and social service context a learner centered interactive methodological tool – video clips – to enhance independent living skills of people with disabilities.

Participants with disabilities – as experts by experience – will contribute to identify the video clips’ content focus, the variety of learning styles (visual, auditory, kinesthetic), the individual needs and strengths. As trainees they will act as developers of their independent living skills and users of the video clips, with their feedback for the video clips effectiveness in the adult learning process.

The video clips will be shooted by a professional agency and will concern the following topics:

  1. Self-care and healthy living skills
  2. Household Skills
  3. Understanding (Cognitive) Skills
  4. Interpersonal Skills
  5. Social skills
  6. Skills for work activities

peer-mentoring logo3/ “Peer-mentoring program and network to raise awareness of the role of mentors in supporting independent living”

By Stewarts Care Ltd. (IRELAND)

Develop a training programme based on existing materials, research and partner resources from the original Erasmus Plus Project “Unlocking freedom through adult education” to train adults with an intellectual disability on how to become mentors for other adults with intellectual disabilities. It is necessary to create this training to develop the individual’s awareness of their knowledge and capacity as a mentor, what this involves and what is appropriate for them in this role. Stewarts Care will recruit 10 adults with intellectual disabilities to participate in this programme.

The criteria for participation is:

  • Commitment to the programme for the duration of the programme
  • Sufficient free time during the week to offer mentoring opportunities
  • Established method of communication

They will identify learning needs and established knowledge and capacities; and use this learning to match adults with intellectual disabilities with a suitable mentor or a suitable mentee. This output begins with 5 mentors but it is envisioned that the programme can be further developed and rolled out to other Service Users so the mentees become mentors and a wider and ever-expanding network of mentors is developed.


book4/ “Study on obstacles, challenges and opportunities faced by family members in the field of intellectual disability in supporting independent living”

By Centre de la Gabrielle (FRANCE) – Sandrine Bersoux, previously psychologist and employment coach for people with disabilities is currently working on this study

The aim of this output is to understand the obstacles and challenges faced by parents, friends and significant others (described more generally as ‘families’) of people with intellectual disability when it comes to supporting independent living ; to identify opportunities and levers for action for people with disabilities, service providers and community partners to work together to overcome these barriers and be a full support to transition.

Indeed, transition to adulthood and further to Independent Living in the community can be difficult to support for families of people with intellectual disability, especially when they live in housing care. Service providers needs to pay attention to support effective family relation and thus needs to better understand the obstacles and challenges they face in order to support them in this transition period for their family member/friend.


toolkitlogo5/ “Toolkit on how organizations/service providers can develop family cooperation”

By KVPS (FINLAND)

KVPS in Finland has developed training and tools for family co-operation for years. This training and tools has been developed together with professionals in innovations, front line staff, family members and persons with disabilities. Family members play a key role in every person’s life. If a person has an intellectual disability, family members have often many other roles than only mother/father/sister/brother: they support decisions, they are advocates, legal guardians, nurses, case managers, peer-supporters etc. Often, they have one thing in common: every family worldwide has a common worry that dictates the decisions and choices made each day, which is: What will happen to my son/daughter/sister/brother when I am not around? For the family members it is crucial to be able to trust and have a good co-operation with the service providers supporting their son/daughter/sibling. Without the trust it is very hard for them to support the self-determination and independent living of the person together with the staff. Front-line staff in services, for example in housing services, are usually very committed to their work, but the official education system is not offering them skills and competencies in developing and supporting good relations with the family members in order to promote self-determination and independence.

Family members, service providers and front-line staff in services need training and tools on how to create good family co-operations. They need platforms for shared discussion and shared vision.


long terme


The long-term impacts expected from the project and linked to the objectives:

  • People with disabilities will learn new skills to enhance their independent living in the community.
  • People with disabilities who are trained as trainers will grow in capacity, with mentees in turn becoming mentors
  • Adult education in the partner countries will be more inclusive of the needs of people with disabilities most segregated from society.
  • Staff and the circles of support will be upskilled on family cooperation.
  • Families (parents/friends) will be upskilled on their role to smooth the transition from residential care to independent living.