The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. It was important to ensure that the authentic views, wishes and feelings of youth with a disability regarding inclusion in sport were attained. Therefore, online focus groups were conducted with youth with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. Seven themes regarding inclusion in sport have been identified from these interviews: having a choice, sense of belonging, everyone can participate, same rights and equality, acknowledge that everyone is unique, inclusion is an ongoing process and terminology (language) is challenging.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Inclusion Handbook is aimed at anybody involved in running or working in a sport club, such as a volunteer, a coach, or a club member. The goal of the handbook is to facilitate disability inclusion among mainstream sport providers by sharing SEDY2 project partners’ best practices and inclusive ideas.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Collection of Inclusion Best Practices report contains good examples of inclusion on youth with a disability in sport at the community and institutional level. This report includes a detailed description of the process of building and using the SEDY2 approach for collection international best practices in sport, the criteria and template used to collect the SEDY2 best practices and the list of SEDY2 international best practices on inclusion in sport for youth with a disability.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. It was important to ensure that the authentic views, wishes and feelings of youth with a disability regarding inclusion in sport were attained. Therefore, online focus groups were conducted with youth with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. During the online EUCAPA 2020 conference the preliminary results of these focus groups were presented.
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This curriculum on social mentoring is the result of a collaboration of a diverse group of academics, practitioners and students from around the world and was developed and facilitated as part of the Erasmus Plus Project “Mentoring for Social Inclusion in Europe: Sharing Knowledge and Building Capacity” (Ment4EU). It was implemented for the first time in Europe as a cross-organisational effort with a transdisciplinary approach as a blended intensive program with 30 participants from the partner countries joined by a further 220 students, practitioners and academics from NHL Stenden and the Netherlands for plenary sessions. The intended group of learners for this course are students, lecturers, researchers, academics and practitioners (mentors and program managers/coordinators of mentoring programs) interested in learning about mentoring for social inclusion and who are active in the fields of social work, youth work, sociology, health care, community work, management and organization, and related fields of practice and study programs. The weight of the program is 5 ECTS. This curriculum was developed as part of the Erasmus Plus Cooperation Partnership in Higher Educatoin “Mentoring for Social Inclusion in Europe: Sharing Knowledge and Building Capacity” (Ment4EU), as part of WP3_A2 Training Capacity in higher education institutions, project number 2023-1-AT01-KA220-HED-000158214
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During the online International Symposium of Adapted Physical Activity (ISAPA) in June 2021 te results of the SEDY2 project were presented. Aim The Erasmus+ Sport Empowers Disabled Youth 2 (SEDY 2) project addresses the topic of encouraging inclusion and equal opportunities in sport. Currently, different terminology about inclusion is being used in different countries, making it difficult to compare findings and to set unilineal goals and targets. In order to tackle the issues that are currently preventing youth with disabilities from participating in sports, the primary purpose of this study is to reach a consensus statement on what inclusive sport truly means. Literature shows that inclusion is a question about individual choice of a sporting activity across a continuum of segregated, integrated and inclusive approaches (Kiuppis, 2018) considered as The inclusion spectrum (Stevenson & Black, 2011). Most of the existing research is not based on the authentic wishes and feelings of children and young people with a disability themselves. Therefore, the main research question is ‘Inclusion in sport: what does it mean in practice?’ Methods To ensure that the authentic views, wishes and feelings regarding inclusion in sport were attained, online focus groups interviews were conducted with children and young people with a disability, their parents and sport professionals in Finland, Lithuania, Portugal and The Netherlands. Data is coded and analysed with Maxqda through the method of thematic content analysis. Results All four countries conducted a focus group with each stakeholder group: children with a disability themselves, their parents and sport professionals. In total 12 focus group interviews were conducted. Preliminary results show that inclusion is about individual needs and wishes and is associated with terms as feeling welcome, taking part, having a choice and equal opportunity. “…it is equal opportunities for all to participate and that, that you are part of like a group and, and that feeling of being part of a group and that you feel welcome.” Focus groups with professionals found that for them inclusion is not the same as inclusion policy. “I think we are talking about the same thing, and we feel the same way, but if we compare that to the inclusion policy or the sports covenant, maybe we are not always talking about the same thing.” All focus groups will be analysed and the results will be presented during the session. Discussion/conclusion Results have been discussed within the SEDY project group with sport organisations, Paralympic Committees and Universities of Applied Sciences to reach internal consensus. In order to tackle the issues that are currently preventing people with disabilities from participating in sports, there is need to reach a broad consensus statement on what inclusive sport truly means. Therefore the next is to discuss the results externally, to reach broad consensus. This can be taken as starting point for actual steps of improvement to include more children with disabilities in sport.
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Presentations about digital inclusion in society with main topics on where do we come from, where are we now and where are we going?
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Om actief te kunnen deelnemen aan de samenleving, moet iemand toegang hebben tot financiële diensten. Onze samenleving wordt steeds meer divers, mobiliteit en sociale media beiden nieuwe kansen voor ondernemende mensen. Ondernemers zijn niet meer plaats gebonden en kennen geen grenzen als zij markten verkennen. Werk en ondernemen worden steeds meer in combinatie opgepakt. Oude vormen ondernemen en werken verdwijnen snel. Deze hybride vormen van ondernemen vragen om een kijk op financiële ondersteuning. Banken die daar niet op inspelen zullen zien dat mensen zelf het heft in handen nemen. Crowdfunding, P2P platforms, en informele spaar – een leen groepen komen snel op als reactie daarop. Mensen willen weer zeggenschap en controle hebben over hun geld. In het buitenland is gebleken dat microfinanciering een goed instrument is om mensen die buitengesloten zijn, weer bij de maatschappij te betrekken ( Financial Inclusion). Microfinanciering leert anders te denken over geld en ondernemend handelen. Microkredieten bewijzen dat je waarde kunt genereren door maatschappelijk verantwoord handelen en de relatie tussen mensen en organisaties weer centraal te stellen. Ondernemende mensen, die worden ondersteund door microfinanciering, blijken vaker voor nieuwe (meng)vormen van ondernemen te kiezen, waarbij het sociale of maatschappelijk belang ook een belangrijke rol speelt ( New Entrepreneurship). Nederland en andere Europese landen kunnen veel leren van de ontwikkelingen die door microfinanciering in ontwikkelingslanden zijn ingezet. Door terugkoppeling (Reversed Transfer of Knowledge South – North) kan deze kennis bijdragen aan de totstandkoming van meer klantgerichte financiële diensten voor ondernemende mensen, ongeacht hun nationaliteit of sociaal-economische status.
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The implementation of the Ment4EU curriculum on social mentoring (Ciff & Brady, 2025) marked a historic milestone in the advancement of mentorship practices within Europe. Held in Leeuwarden, Netherlands, from 3 to 7 February 2025 as a blended intensive program, this initiative stands as the first known enterprise of its kind in the region. It successfully brought together approximately 250 participants from 29 countries, uniting academics, researchers, practitioners, and students who shared a passion for fostering social mentoring as a transformative tool for inclusion, education, and personal and professional development. This evaluation report serves as a comprehensive reflection on the outcomes of the program, assessing its methodologies, impact, and the exchanges that took place among participants. Through a detailed examination, I aimed to highlight the strengths of this pioneering initiative, identify areas for refinement, and explore pathways for broader implementation across Europe. The discussions, collaborations, and insights generated during this event have laid the groundwork for future advancements in structured mentoring, emphasizing its essential role in social cohesion and knowledge-sharing. Through this comprehensive exploration, the report aims to contribute to the ongoing discourse on social mentoring, offering insights into best practices, challenges, and opportunities for expanding mentorship frameworks in European academic institutions. This evaluation report is part of the Erasmus Plus Cooperation Partnership in Higher Education “Mentoring forSocial Inclusion in Europe: Sharing Knowledge and Building Capacity” (Ment4EU), project number 2023-1-AT01-KA220-HED-000158214
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Abstract: Background: Chronic obstructive pulmonary disease (COPD) and asthma have a high prevalence and disease burden. Blended self-management interventions, which combine eHealth with face-to-face interventions, can help reduce the disease burden. Objective: This systematic review and meta-analysis aims to examine the effectiveness of blended self-management interventions on health-related effectiveness and process outcomes for people with COPD or asthma. Methods: PubMed, Web of Science, COCHRANE Library, Emcare, and Embase were searched in December 2018 and updated in November 2020. Study quality was assessed using the Cochrane risk of bias (ROB) 2 tool and the Grading of Recommendations, Assessment, Development, and Evaluation. Results: A total of 15 COPD and 7 asthma randomized controlled trials were included in this study. The meta-analysis of COPD studies found that the blended intervention showed a small improvement in exercise capacity (standardized mean difference [SMD] 0.48; 95% CI 0.10-0.85) and a significant improvement in the quality of life (QoL; SMD 0.81; 95% CI 0.11-1.51). Blended intervention also reduced the admission rate (relative ratio [RR] 0.61; 95% CI 0.38-0.97). In the COPD systematic review, regarding the exacerbation frequency, both studies found that the intervention reduced exacerbation frequency (RR 0.38; 95% CI 0.26-0.56). A large effect was found on BMI (d=0.81; 95% CI 0.25-1.34); however, the effect was inconclusive because only 1 study was included. Regarding medication adherence, 2 of 3 studies found a moderate effect (d=0.73; 95% CI 0.50-0.96), and 1 study reported a mixed effect. Regarding self-management ability, 1 study reported a large effect (d=1.15; 95% CI 0.66-1.62), and no effect was reported in that study. No effect was found on other process outcomes. The meta-analysis of asthma studies found that blended intervention had a small improvement in lung function (SMD 0.40; 95% CI 0.18-0.62) and QoL (SMD 0.36; 95% CI 0.21-0.50) and a moderate improvement in asthma control (SMD 0.67; 95% CI 0.40-0.93). A large effect was found on BMI (d=1.42; 95% CI 0.28-2.42) and exercise capacity (d=1.50; 95% CI 0.35-2.50); however, 1 study was included per outcome. There was no effect on other outcomes. Furthermore, the majority of the 22 studies showed some concerns about the ROB, and the quality of evidence varied. Conclusions: In patients with COPD, the blended self-management interventions had mixed effects on health-related outcomes, with the strongest evidence found for exercise capacity, QoL, and admission rate. Furthermore, the review suggested that the interventions resulted in small effects on lung function and QoL and a moderate effect on asthma control in patients with asthma. There is some evidence for the effectiveness of blended self-management interventions for patients with COPD and asthma; however, more research is needed. Trial Registration: PROSPERO International Prospective Register of Systematic Reviews CRD42019119894; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=119894
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