Equity and Social Inclusion through Positive Parenting Erasmus Project

Project Title

Equity and Social Inclusion through Positive Parenting

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Disabilities – special needs; Inclusion – equity

Project Summary

2.1.1. CONTEXT
Autism is a lifelong condition which affects about 1% of the population (or approximately 7.5m European citizens) as well as those who live with them and care for them. The presence of autism can be extremely challenging to parents and other family members, and autism has been identified as causing greater family and parental stress than any other disability. The condition can challenge traditional parenting styles and cause parents to feel deskilled and disempowered. The presence of autism within the family can negatively affect the educational achievement, employment opportunities and social inclusion of mothers, fathers, siblings and the individuals with autism themselves.
Teaching parents to understand the condition, and to work effectively with schools and other professionals, has been shown to be effective in improving outcomes for individuals on the autism spectrum and their families. However, though such parent education (PE) programmes have been developed in e.g. Western Europe and the USA, there was little or no availability of such programmes or materials in many areas within Europe, such as parts of South East Europe.

2.1.2. OBJECTIVES
To address this inequity, a strategic partnership was developed involving academics, practitioners and the parents of children on the autism spectrum to:
– develop an evidence-based model for delivering parent education in autism that can be used within the project’s target countries and beyond
– develop a core curriculum and locally appropriate parent education training materials
– use these materials to provide parent education to families living with autism in areas where it was previously unavailable
– evaluate the effectiveness of the materials and the impact of the training using quantitative and qualitative data collection and analysis
– share the model curriculum, tools and materials with stakeholders and make recommendations to policy- and decision-makers.

2.1.3. PARTNERS
There were nine partners in the strategic partnership. These were:
– University of Northampton (United Kingdom)
– Faculty of Education and Rehabilitation Sciences, University of Zagreb (Croatia)
– European University Cyprus (Cyprus)
– Target Autism Training and Consultancy (United Kingdom)
– Centar za Autizam (Croatia)
– Autism Assessment Support Practice (Cyprus)
– Macedonian Scientific Society for Autism (FYR of Macedonia)
– Autism Concern (United Kingdom) (to November 2017)
– Autism-Europe (Belgium).

2.1.4. ACTIVITIES
– An initial mapping activity in Croatia, Cyprus and the FYR of Macedonia identified parental priorities regarding training content and process (Preece et al., 2017).
– Based upon this activity, a review of relevant literature (Preece & Trajkovski, 2017) and the expertise and skill-base of experts in the partnership, the curriculum and materials were developed.
– Five cohorts of parents in each of the three counties were trained between March 2016 and March 2018, a total of 335 parents in eleven regions.
– A total of 17 local trainers were supported by experienced experts to develop their skills as parent educators.
– Recommendations for policymakers regarding parent education were developed.
– Four multiplier events were held – in Croatia, Cyprus, FYR of Macedonia and the UK – to share the teaching materials with and obtain feedback from wider groups of parents and professionals.
– The project was presented at national and international conferences not only in the project countries but in ten further countries and academic reports and articles were also produced.

2.1.5. METHODOLOGY
The ESIPP project utilised a collaborative, action-based and stakeholder-empowering multiphase mixed methods methodology (Creswell & Plano Clark, 2011). It was evaluated via an evidence-based programme evaluation approach (Royse et al., 2016) using mixed methods of data collection and analysis.
The project was designed to use methods appropriate to realise practical, real world outcomes.

2.1.6. RESULTS EXPECTED AND LONGER-TERM BENEFITS
The final evidence-based model, curriculum and learning materials (in Croatian, English, Greek and Macedonian) is made available via the Erasmus+ dissemination platform, as well as via the individual partners and project website.
The policy recommendations are provided in Croatian, English, French, Greek and Macedonian.
Helping parents to understand their children with autism and to effectively manage their behaviour will have significant benefits regarding social inclusion, quality of life, educational achievement, employment and equality of opportunity. It is intended that this project will contribute to the development of a more equitable and socially inclusive Europe in both the short, medium and long terms. Sustainability activity within Croatia, Cyprus and the FYR of Macedonia is intended to ensure the continuation of parent education within those settings.

EU Grant (Eur)

Funding of the project from EU: 406017,07 Eur

Project Coordinator

THE UNIVERSITY OF NORTHAMPTON & Country: UK

Project Partners

• SVEUCILISTE U ZAGREBU EDUKACIJSKO-REHABILITACIJSKI FAKULTET
• AUTISME-EUROPE AISBL
• Centar za autizam
• N.C.D. Calloway Continuing Education Limited
• Autism Concern
• European University Cyprus
• Macedonian Scientific Society for Autism