Inspired By Excellence & Innovation
National
“School for All”
Within the framework of the “School for All” program by Include, funded by the Stavros Niarchos Foundation, an integrated Universal Design for Learning (UDL) environment was developed to support the inclusion of students with autism and other special educational needs.
Universal Design served as the central framework for both the spatial configuration and the design of the educational equipment. Within the Educational Robotics Laboratory, tools were developed and adapted to ensure multiple levels of access, understanding, and participation, supporting differentiated instruction and inclusive learning through technology. In parallel, a sensory integration room was created, designed to regulate sensory input and enhance emotional safety, self-regulation, and students’ ability to focus and engage in learning.
The “School for All” represents a model inclusive educational environment, where Universal Design for Learning operates as a foundational principle for equitable access, active participation, and meaningful learning experiences for every student.
“Network – Mediate – Participate”
Promotion of Innovative Inclusive Practices for parents, educators, children, and young people within the framework of the “STIRIZO” program
Region of Macedonia and Thrace
Within the framework of the “STIRIZO” program, a comprehensive intervention was implemented to strengthen inclusive culture in education and the community, aiming to develop collaborative networks among parents, educators, children, and young people. The program focuses on promoting innovative practices of mediation, communication, and participatory learning, strengthening the connection between school, family, and society.
Through experiential activities, workshops, and structured interventions, skills of collaboration, empathy, and inclusion are cultivated, while at the same time active participation of all stakeholders in educational and social processes is reinforced. The “Network – Mediate – Participate” program highlights the importance of mediation and networking as key tools for building inclusive and supportive communities.
“Stories of Solidarity” Region of Macedonia and Thrace
Within the framework of the “Create” program, an initiative was developed to explore and highlight stories of solidarity, cooperation, and coexistence among Balkan peoples. The project focuses on the collection, documentation, and educational use of narratives that reveal shared values, historical interconnections, and practices of mutual support across the wider Balkan region.
Through educational and experiential approaches, the program strengthens intercultural understanding and promotes inclusion, emphasizing storytelling as a powerful tool for learning and social cohesion. At the same time, it fosters skills in research, collaboration, and critical engagement with historical memory, aiming to highlight common reference points and reinforce peaceful coexistence in the region.
“I Learn to Fall, Stand Up, and Claim My Rights”
Research Program on Universal Design Strategies in Teaching Judo Techniques
Within the framework of the research program “I Learn to Fall, Stand Up, and Claim My Rights,” funded by the 3rd Cycle of “Points of Support” and implemented through the joint initiative of the John S. Latsis Public Benefit Foundation, TIMA Charitable Foundation, Hellenic Hope, Captain Vassilis & Carmen Constantakopoulos Foundation, A. G. Leventis Foundation, A. C. Laskaridis Charitable Foundation, the Costas M. Lemos Foundation, and the Bodossaki Foundation, educational strategies based on Universal Design principles are developed and applied in the teaching of Judo techniques.
The program focuses on creating an inclusive motor learning framework in which Universal Design for Learning (UDL) principles ensure access, participation, and progression for all learners, regardless of individual needs or abilities. Through the adaptation of techniques, teaching methods, and educational tools, Judo is positioned as a field for empowerment, self-regulation, and social development, with strong emphasis on experiential learning and active participation.
“I Compete – I Win”
Research Program on Universal Design Strategies for the Participation of Individuals with Autism in Judo Competitions
Within the framework of the research program “I Compete – I Win,” funded by the 3rd Cycle of “Points of Support” under the auspices of the John S. Latsis Public Benefit Foundation, and supported by a consortium of ten charitable foundations, inclusive Universal Design strategies are developed and implemented to support the participation of individuals with autism in competitive Judo contexts.
The program focuses on creating an inclusive and accessible competitive framework in which principles of Universal Design for Learning and participation are used to remove barriers and ensure equitable engagement. Through the adaptation of rules, procedures, and support tools, the initiative aims to empower athletes, enhance self-regulation skills, and strengthen social inclusion through participation in competitive sport.
In progress
Α.Ν.Α.S.A.
Research on Educational Methods for Breathing Techniques for Individuals with Autism and Multiple Disabilities
Within the framework of the research program “A.N.A.S.A.”, funded by the 5th Cycle of “Points of Support” and the joint initiative of the John S. Latsis Public Benefit Foundation, TIMA Charitable Foundation, Hellenic Hope, Captain Vassilis & Carmen Constantakopoulos Foundation, A. G. Leventis Foundation, A. C. Laskaridis Charitable Foundation, the Costas M. Lemos Foundation, and the Bodossaki Foundation, educational methods for teaching breathing techniques to individuals with autism and multiple disabilities are being explored and developed.
The program focuses on the use of breathing techniques as tools for self-regulation, enhanced concentration, and anxiety reduction within a Universal Design for Learning framework. Through adapted educational interventions and individualized support strategies, the initiative aims to empower participants and improve their quality of life, with an emphasis on accessibility, safety, and active participation.
RoboTTogether
Design of an Educational Approach in Inclusive Educational Robotics
Within the framework of the “RoboTTogether” program, designed by the scientific team of Include with the support of Raycap, an innovative framework for inclusive educational robotics is being developed.
The program focuses on the design and implementation of robotics activities grounded in the principles of Universal Design for Learning (UDL), aiming to ensure equitable access and active participation for all students, including learners with autism and other educational needs. Through adapted tools, collaborative activities, and multisensory approaches, educational robotics is utilized as a field for developing skills, fostering cooperation, and enhancing social interaction within a fully inclusive learning environment.
Cooperation Codes: Collaborative Skills and Inclusive Practices for the Professional Integration of Individuals with Autism in the IT Sector
The “Cooperation Codes” program is implemented as part of the 8th cycle of Support Points, with the aim of strengthening the social and collaborative skills of young people who wish to work in the IT sector, with a particular emphasis on the inclusion of individuals with autism. Through educational and experiential activities, the program contributes to the creation of more accessible and inclusive work environments in the technology sector. It is implemented by the scientific association Include in collaboration with the Department of Informatics at the Democritus University of Thrace, with the support of the Latsis Foundation as part of the Support Points program, which is co-funded by 10 non-profit organizations.
European
Digital Social Innovation (DSI)
Digital Social Innovation for Inclusion
Within the framework of the Erasmus+ Key Action 2: Strategic Partnerships project, “DSI – Digital Social Innovation” (2018-1IT02KA204048479), a collaborative framework was developed for the mapping and analysis of digital social innovation methods aimed at strengthening inclusion.
The project focuses on the systematic documentation, evaluation, and dissemination of innovative digital practices that support the social inclusion of vulnerable groups.
ESEC: Extending Social Educators’ Competences
Development of a training program for teachers to support parents of children with behavioral, social adjustment, and communication difficulties
Within the framework of the Erasmus+ Key Action 2: Strategic Partnerships project, “ESEC – Extending Social Educators’ Competences” (2018-1-PL01-KA204-051126), a comprehensive training program for teachers and social educators was developed, aiming to strengthen their competencies in supporting parents of children with behavioral, social adjustment, and communication difficulties.
The program focuses on the development of professional skills related to parental counselling, the management of complex educational needs, and the promotion of inclusive support practices within both school and family contexts.
EliSE: Eliminating Social Exclusion
Support for families with children with behavioral, social adjustment, and communication difficulties in accessing tourism and leisure services
Within the framework of the Erasmus+ Key Action 2: Strategic Partnerships project, “EliSE – Eliminating Social Exclusion” (2019-1-LV01-KA204-060427 – P3), an educational and support framework was developed to enhance the equitable participation of families with children experiencing behavioral, social adjustment, and communication difficulties in the tourism and leisure sector.
The project focuses on the development of the training program “I Travel with Equality,” which promotes accessibility, inclusion, and the removal of social and practical barriers to participation in travel and recreational services.
ISEC: Improving Social Educators’ Creativity in Digital Social Innovation Practices
Erasmus+ Program, Key Action 2: Strategic Partnerships No 2020-1-C-KA204-848DF2
Within the framework of the Erasmus+ Key Action 2: Strategic Partnerships project, “ISEC – Improving Social Educators’ Creativity in Digital Social Innovation Practices” (No 2020-1-C-KA204-848DF2), an innovative framework was developed to enhance the creativity of social educators in the use of digital tools and social innovation practices.
The project focuses on empowering education and social care professionals through the development of competencies in designing and implementing inclusive digital interventions.
DiLASD: Distance Learning for Kids and Students with Autism Spectrum Disorder
Erasmus+ Program, Key Action 2: Partnerships for Digital Education Readiness No 2021-1-PL01-KA226-095338
Within the framework of the Erasmus+ Key Action 2 project, “DiLASD – Distance Learning for Kids and Students with Autism Spectrum Disorder” (No 2021-1-PL01-KA226-095338), an innovative framework was developed to support distance learning for children and students on the autism spectrum.
The project focuses on the design and implementation of accessible and individualized digital learning environments that take into account the specific communication, sensory processing, and learning needs of learners with autism. Through the development of educational tools, methodologies, and good practices, the project enhances participation, autonomy, and educational inclusion in the context of distance learning.
Mini-Ecosystems Regional Networks
Erasmus+ Program, Key Action 2: Cooperation Partnerships in Adult Education 2021-1-BG01-KA220-ADU-000033670
Within the framework of the Erasmus+ Key Action 2 project, “Mini-Ecosystems Regional Networks” (2021-1-BG01-KA220-ADU-000033670), a collaborative framework was developed to create and strengthen local and regional learning networks and social innovation ecosystems in adult education.
The project focuses on the development of “micro-ecosystems” of cooperation among educational organizations, social actors, and local communities, aiming to enhance lifelong learning, social inclusion, and the exchange of good practices.
JIDP: Judo for Intellectual Disability Project
Within the framework of the “JIDP – Judo for Intellectual Disability Project”, an innovative framework of inclusive sports education was developed, focusing on Judo for individuals with intellectual disabilities.
The project focuses on the design and implementation of adapted educational and training methods based on principles of safety, structured learning, and enhanced participation. Through individualized interventions and supportive strategies, Judo is used as a tool for motor development, socialization, and empowerment, promoting active participation and social inclusion for individuals with intellectual disabilities.
LIFELONG: Learning Grundtvig Partnership
Within the framework of the European programme “LIFELONG: Learning Grundtvig Partnership”, a collaborative lifelong learning framework was developed aiming to empower special education teachers and parents of students with special educational needs and/or disabilities.
The project focuses on supporting participants in areas of psychological empowerment, re-motivation, and the management of challenges related to inclusion in education and everyday life. Through collaborative activities, exchange of experiences, and skills development, the role of teachers and parents is strengthened as key agents in supporting the learning and social inclusion of children.