TOY - Trainers Online for Youth
This is a reference for Anastasia Tasoula
What did the training activity aim to achieve?
The "Step into a Disability: Teenagers Edition" aimed to empower teenagers as future leaders and advocates for inclusion by fostering empathy, understanding, and a commitment to social change.
The project sought to:
❥ Develop Empathy and Awareness: Help teenagers understand the daily challenges faced by individuals with disabilities, breaking stereotypes and reducing stigma.
❥ Foster Inclusivity and Social Responsibility: Encourage young people to advocate for accessibility and inclusivity in their schools, families, and communities.
❥ Inspire Change: Equip teenagers with the skills and confidence to become changemakers, promoting equality and acceptance in their environments.
Which needs did the training address?
1. Addressing Prejudice and Stereotypes:
❥ Tackled misconceptions about disabilities by providing experiential learning opportunities for teenagers.
❥ Fostered a shift in perspective to view disability as a societal construct rather than an individual limitation.
2. Empowering Teenagers to Lead:
❥ Recognized the potential of teenagers as future leaders and role models.
❥ Nurtured their ability to create positive change in their communities by addressing barriers and advocating for inclusive practices.
3. Building a Culture of Inclusion:
❥ Addressed the need for greater accessibility and understanding in schools and communities, encouraging teenagers to take action.
How did the training activity fit the goals of the organizations?
Be Visible Be YOU:
❥ Aligned with the organization’s mission to challenge societal stereotypes and promote inclusion through non-formal education.
❥ Focused on empowering young people to recognize their potential to foster an equitable and inclusive society.
Partner Organizations (Madrid Outdoor Education, Windmill Tree Foundation) :
❥ Strengthened shared goals of cultivating inclusive, accessible communities by engaging young people as drivers of change.
❥ Promoted collaboration between organizations to explore innovative educational methods tailored for teenagers.
❥ Youth Development Goals:
By focusing on teenagers, the project emphasized investing in the next generation as the foundation for a more inclusive future.
Highlighted the role of teenagers in shaping a society that values diversity, accessibility, and empathy, equipping them with the tools to enact meaningful change in their environments.
This training encouraged teenagers to see themselves as active contributors to their communities, fostering a sense of agency and responsibility that aligns with the overarching goals of all participating organizations.
The "Step into a Disability: Teenagers Edition" project targeted teenagers aged 13-17 from diverse backgrounds, aiming to foster inclusivity and empower youth to advocate for accessibility in their communities. The participants included both disabled and non-disabled teenagers, ensuring a mixed-ability group that encouraged collaboration and understanding (50% disabled and 50% able bodied) . The target group also encompassed teenagers facing social, economic, or geographical barriers, reflecting the project’s commitment to inclusivity and diversity. Participants were selected based on their motivation to engage in activities promoting equality and accessibility.
This international project involved teenagers and youth leaders from five countries: Greece, Spain, Poland, Croatia, Bulgaria
The "Step into a Disability: Teenagers Edition" training used diverse non-formal learning methods tailored to engage teenagers effectively. Key methods included:
1. "Step Into" Methodology:
Participants were guided to "step into" the experiences of individuals with different disabilities through role-playing and simulations. For example:
❥ Navigating spaces blindfolded or using wheelchairs to understand physical and social barriers.
❥ Experiencing communication challenges through exercises mimicking hearing or speech impairments.
This methodology emphasized experiential learning, fostering empathy by immersing participants in the realities of disability.
2. "Make It Accessible" Co-Designed Approach:
❥ Activities were co-designed with input from teenagers, ensuring inclusivity and accessibility for all participants.
For example, a treasure-hunt activity was adapted to include clear audio cues for visually impaired participants and simplified paths for those with mobility challenges.
This approach encouraged teenagers to actively think about accessibility solutions, promoting creativity and teamwork.
3. Creative Expression:
❥ Teenagers expressed their learning through art, posters, videos, and storytelling, showcasing their understanding of inclusion and accessibility in creative ways.
For instance, groups created accessible with QR visual campaigns or videos advocating for accessibility in their schools and communities.
4. Group Discussions and Debates:
❥ Facilitated open discussions on the societal impact of disability and the role of teenagers in creating inclusive spaces.
❥ Debates allowed participants to explore different perspectives and refine their advocacy skills.
Reflection Tools:
5. Graphic Facilitation as a main key for inclusion and accessibility: I was graphic recording each part of the project and making it accessible via augmented reality.
6. Team-Building and Outdoor Activities:
❥ Activities like group challenges and mixed-ability sports emphasized collaboration, breaking down barriers between disabled and non-disabled participants.
By combining the "Step Into" methodology and the "Make It Accessible" co-designed approach, the training empowered teenagers to experience, reflect, and act on the importance of accessibility and inclusion, ensuring deep engagement and impactful learning.
The "Step into a Disability: Teenagers Edition" training achieved several transformative outcomes:
❥ Empathy and Awareness: Teenagers developed a deep understanding of the barriers faced by disabled individuals, fostering empathy and reducing stereotypes.
❥ Empowerment and Advocacy: Participants gained the confidence and tools to advocate for inclusion and accessibility in their schools and communities.
❥ Collaboration and Innovation: Through the "Make It Accessible" approach, teenagers co-designed solutions to accessibility challenges, showcasing their creativity and teamwork.
❥ Community Impact: Inspired by the training, participants initiated discussions and activities in their schools, raising awareness about inclusivity and accessibility among peers.
❥ Personal Growth: Teenagers enhanced their communication, collaboration, and leadership skills, recognizing their potential to enact meaningful change.
How Can You Tell the Training Was a Success?
❥ Participant Feedback:
Evaluations highlighted increased awareness, confidence, and motivation to promote inclusion.
Many participants expressed a sense of empowerment and a desire to lead change in their communities.
❥ Community Actions:
Teenagers applied their learning by organizing awareness activities in schools and local communities, showcasing the practical impact of the training.
Engagement and Collaboration:
The co-design methodology led to creative and inclusive solutions, demonstrating participants’ ability to innovate when given the tools and platform.
❥ Social Media and Public Engagement:
Posts, photos, and videos shared on social media platforms received high engagement, amplifying the message of inclusion.
❥ Publications and Websites Documenting the Training:
Facebook and Instagram pages of Be Visible Be YOU and partner organizations showcased daily activities, reflections, and participant testimonials.
Participant-led posts and videos extended the project’s reach.
As a full-time trainer for the "Step into a Disability: Teenagers Edition" project, I played a pivotal role in designing, implementing, and evaluating activities using diverse non-formal learning methods tailored specifically for teenagers. My responsibilities combined innovative methodologies with hands-on facilitation to ensure a transformative and inclusive learning experience for all participants.
Key Contributions and Methodologies
❥ "Step Into" Methodology:
I facilitated immersive role-playing and simulation activities, enabling participants to "step into" the experiences of individuals with different disabilities. For example, guiding teenagers as they navigated spaces blindfolded or used wheelchairs to understand physical and social barriers.
These activities fostered empathy and deepened participants' understanding of disability as a societal construct.
❥ "Make It Accessible" Co-Designed Approach:
I co-designed activities with teenagers, ensuring inclusivity and accessibility were at the forefront. For example, adapting a treasure-hunt activity to include audio cues for visually impaired participants and simplified routes for those with mobility challenges.
This collaborative approach encouraged participants to think creatively and develop real-world accessibility solutions.
❥ Creative Expression:
I guided participants in expressing their learning through art, storytelling, posters, and videos. For instance, teenagers developed visual campaigns using QR codes to advocate for accessibility in their schools and communities.
❥ Group Discussions and Debates:
I facilitated open discussions and debates on the societal impact of disability and the importance of creating inclusive spaces. These activities helped teenagers refine their advocacy skills and engage with diverse perspectives.
❥ My personal favourite: Graphic Facilitation:
As a central element of inclusion, I used graphic recording to visually document each part of the project. By incorporating augmented reality, I made the visual materials accessible to a broader audience, including participants with diverse learning needs.
❥ Team-Building and Outdoor Activities:
I organized team challenges and mixed-ability outdoor activities, such as inclusive sports, to promote collaboration and break down barriers between disabled and non-disabled participants.
❥ Reflection Tools:
I integrated structured reflection tools, such as the MH methodology, to help participants consolidate their learning and emotions constructively but also chaoticaly. Journals and guided prompts further encouraged teenagers to reflect on their experiences and personal growth.
By combining these methodologies, I ensured the training was engaging, accessible, and transformative. My role as a trainer emphasized fostering empathy, creativity, and teamwork while empowering teenagers to become future advocates for accessibility and inclusion in their communities.