How accessible are digital learning tools and employment opportunities for young people with visual or hearing impairments in Belgium? What barriers still exist, and what does reasonable accommodation and meaningful support truly look like?

These are some of the questions behind Inclusive Horizons (InHo), a European Erasmus+ project bringing together partners from Belgium, Greece, Poland, Spain, and Romania to promote more inclusive and accessible pathways in education and employment.

As part of the Belgian research phase coordinated by VIEWS International, we are currently inviting young people aged 15 to 30 with visual or hearing impairments to participate in a short anonymous questionnaire.

The survey explores experiences related to digital learning, accessibility, employability, and inclusion, with the aim of identifying both existing barriers and practical solutions.

The results will contribute to research reports and help shape future accessibility tools and resources developed within the project.

The questionnaire takes approximately 10 minutes to complete and participation is entirely voluntary and anonymous.

Deadline: 20 June

English version

Version française

If you know someone who may be interested, we warmly encourage you to share this opportunity!

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FR

Contribuez à améliorer l’accessibilité et l’inclusion des jeunes en situation de handicap sensoriel

Dans quelle mesure les outils numériques d’apprentissage et les opportunités professionnelles sont-ils réellement accessibles aux jeunes en situation de handicap visuel ou auditif en Belgique ? Quels obstacles persistent encore aujourd’hui, et à quoi ressemblent concrètement des aménagements raisonnables et un accompagnement réellement inclusif ?

Ce sont quelques-unes des questions au cœur du projet Inclusive Horizons (InHo), un projet européen Erasmus+ réunissant des partenaires en Belgique, en Grèce, en Pologne, en Espagne et en Roumanie afin de promouvoir des parcours plus inclusifs et accessibles dans les domaines de l’éducation et de l’emploi.

Dans le cadre de la phase de recherche menée en Belgique par VIEWS International, nous invitons actuellement les jeunes âgés de 15 à 30 ans en situation de handicap visuel ou auditif à participer à un court questionnaire anonyme.

L’enquête porte sur les expériences liées à l’apprentissage numérique, à l’accessibilité, à l’employabilité et à l’inclusion, dans le but d’identifier à la fois les obstacles existants et des solutions concrètes.

Les résultats contribueront à des rapports de recherche et au développement d’outils et de ressources pratiques en matière d’accessibilité dans le cadre du projet.

Le questionnaire prend environ 10 minutes et la participation est entièrement volontaire et anonyme.

Date limite : 20 juin

Version française

English Version

Si vous connaissez des personnes susceptibles d’être intéressées, n’hésitez pas à partager cette opportunité autour de vous!

The goal is to better understand the challenges, needs, and good practices linked to inclusive education, digital accessibility, employability, and the transition from education to the labour market.

These exchanges will directly contribute to the research phase of the project and support the development of practical tools and recommendations aimed at fostering more accessible and inclusive learning and professional environments.

We are currently looking for:

• educators,
• youth workers,
• inclusion professionals,
• guidance counsellors,
• and organizations supporting young people with visual or hearing impairments.

The sessions can take place online or in person and generally last between 40 and 60 minutes.

If you would like to participate, or if you know professionals who may be interested, we would be very happy to hear from you. Contact us at office@viewsinternational.eu!

By sharing experiences and perspectives, participants will help contribute to a broader reflection on how to make educational and professional pathways more accessible for all.

Appel à participation: Entretiens et focus groups sur l’inclusion et l’accessibilité

Dans le cadre du projet Erasmus+ Inclusive Horizons (InHo), VIEWS International organise actuellement en Belgique une série d’entretiens et de focus groups réunissant des éducateurs, travailleurs de jeunesse, professionnels et acteurs impliqués auprès de jeunes en situation de handicap visuel ou auditif.

L’objectif est de mieux comprendre les défis, les besoins et les bonnes pratiques liés à l’éducation inclusive, à l’accessibilité numérique, à l’employabilité ainsi qu’à la transition entre le milieu scolaire et le monde du travail.

Ces échanges contribueront directement à la phase de recherche du projet et soutiendront le développement d’outils pratiques et de recommandations visant à favoriser des environnements éducatifs et professionnels plus accessibles et inclusifs.

Nous recherchons actuellement :

• des éducateurs et éducatrices,
• des travailleurs et travailleuses de jeunesse,
• des professionnel·les de l’inclusion,
• des conseiller·ères en orientation,
• ainsi que des structures accompagnant des jeunes en situation de handicap visuel ou auditif.

Les rencontres peuvent se dérouler en ligne ou en présentiel et durent généralement entre 40 et 60 minutes.

Si vous souhaitez participer, ou si vous connaissez des professionnel·les susceptibles d’être intéressé·es, nous serions ravis d’échanger avec vous. Contactez-nous à office@viewsinternational.eu!

En partageant leurs expériences et perspectives, les participant·es contribueront à une réflexion collective sur la manière de rendre les parcours éducatifs et professionnels plus accessibles à toutes et tous.

Our Belgian team spent this unforgettable week alongside participants from France, Greece, Italy, Romania, and Spain.

The setting itself was beautiful. Surrounded by the stunning Romanian mountains, the venue was warm and cozy. But the real magic happened in the meeting room, where three generations – X, Y, and Z – of open-hearted, curious people gathered almost every day to brainstorm ideas and better understand each other’s perspectives, needs, and expectations for the future.

The week began with icebreakers, name games, and activities designed to help us get to know one another. We had the opportunity to share our expectations, concerns, and experiences, making sure we were all on the same page before diving deeper into the core topics of the training course.

When it was time to focus on the main purpose of the TC, we spent many hours discussing the future of the labor market, particularly from young people’s perspectives. We explored what young people expect from the workplace, which competences and skills they consider essential, and how these views differ depending on individual values, experiences, abilities and cultural backgrounds.

It was fascinating and eye-opening to see how differently people define what is necessary or unnecessary in professional life. It was also a powerful reminder that everyone’s relationship with work is shaped by personal values and motivations that may not always be immediately obvious. This made it even more important for all of us to listen carefully and ensure every voice was heard.

One of my favorite aspects of the entire experience was the creative freedom we had in expressing our ideas. Instead of simply sitting through lectures, we worked in engaging and interactive ways, creating role plays, recording videos, and short podcast episodes. These methods made complex and important topics far more enjoyable, easier to focus on, and truly understand.

One particularly memorable day was our excursion to Bran Castle, originally built as a military fortress and now famously known as Dracula’s Castle. It was fascinating to get a glimpse into Romanian history and learn more about the lives of the royal family.

Afterward, we enjoyed a walking tour through the lovely city of Brașov, where we learned about the coexistence of three historical communities – Hungarian, German, and Romanian. Of course, we also received plenty of recommendations for restaurants, cafés, and bakeries, which was an exciting bonus.

As a group, we were all eager to learn more about each other’s cultures, so each country organized its own cultural night. These evenings were filled with engaging presentations, pub quiz-style games, music, and even a beautiful live performance by one of the participants. Last but certainly not least, we had the chance to try traditional food and snacks from each country. Honestly, what more could you ask for?

By the end of the training course, it truly felt like we had become a small international family. We shared beautiful energy, countless laughs, inside jokes, and created memories that will stay with us for a lifetime.

I am beyond grateful to have been part of this experience because I came back feeling richer.  Richer in knowledge, perspective, in meaningful connections, and beautiful views.

Anna Czaman

Despite this, when I arrived in Spain, I was very stressed. I am not very sporty and I am not used to cycling. I knew I was one of the few people in the group who did not have much endurance or experience with tandem biking, while some participants were already very experienced.

But in the end, I absolutely loved the experience. Of course, some moments were difficult, especially in the mountains, and in the evenings I could barely feel my legs. However, all of this helped me grow and push beyond my limits.

I already knew part of the group, and throughout the week we created even stronger bonds. The support and encouragement from the others gave me the strength to keep going, even when I felt like giving up.

The landscapes were breathtaking, and I felt deeply connected to nature. Cycling so much also gave me a sense of freedom and lightness in my body.

Spain is a beautiful country. People often know its famous cities, but you can also discover small hidden treasures in the mountains.

The hostel where we stayed had a rustic and family-like atmosphere. The staff were very welcoming, and the traditional Spanish food was delicious.

During our free time, we spent a lot of time together with the other participants. We talked, played card games, and listened to music. These simple moments made the experience even more special.

I would like to thank the Views International and the other associations that made this project possible. Without this experience, I do not think I would ever have imagined myself cycling 25 km in a single day.

by Zoe

These first months in Burgos have already been very rich in experiences. I have had the chance to participate in different activities linked to sustainability, education and local community projects, such as:

• helping in the community garden and at the chicken coop, taking care of the black Castilian hens, an endangered local breed;
• participating in workshops with people with brain damage and cerebral palsy. These workshops mainly included garden related activities as well as educacional workshops about the fauna and flora of the surroudings.
• working in the community gardens alongside retired local volunteers ;
• taking part in environmental workshops related to the community gardens or the black Castillian hens in local schools and centers;
• collaborating with different local organisations and community projects in Burgos. 

I have had the opportunity to meet several people from organisations working either on sustainable development or with people with disabilities. For example, I propose to my organisation to collaborating further with another rural development organisation, leaving to a co-organised workshop.

What I enjoy most so far is the variety of the activities and the opportunity to meet many different people through the project. It is a very hands-on experience, and I am learning a lot ; not only about sustainability and environmental education, but also about community life and the local culture here in Burgos.

I am very happy to be part of this project and excited for everything that the next months will bring.

Louise

Inclusion is more than just a seat in the classroom; it is about ensuring every learner has a clear pathway to a professional career. The InHo (Inclusive Horizons) project operates on the principle that true accessibility requires providing the tools necessary for a seamless transition from education to the workplace.

Currently, the project is entering its next phase of development as specialized research and data collection instruments are finalized to empower both educators and youth across Belgium. Unlike traditional educational frameworks, InHo focuses specifically on the unique potential of youth with sensory impairments.

By addressing the specific pedagogical needs, the project works to dismantle the systemic barriers that often stand between talented young people and their professional aspirations. To ensure this research is grounded in real-world expertise, the initiative involves collaboration with a network of partners specialized in guidance, training, and inclusion.

By focusing on the tools educators use every day, the objective is not just to teach skills, but to foster an environment where accessibility is the standard, not the exception. The goal is to ensure that the transition from the school environment to the Belgian labor market is a journey of opportunity rather than a series of obstacles. With the finalization of translated research modules, preparations are underway to launch a series of specialized focus groups. These sessions will gather deep insights from stakeholders and directly involve the community in shaping the future of inclusive vocational paths. This journey continues toward building Inclusive Horizons for all, turning the vision of an accessible workforce into a reality.

Sofia Mangiaterra

Building on this mission, the project’s second training session is set to move from theory to action.

From May 11 to 15, 2026, the scenic town of Agres, Spain, will host the specialized training “Inclusive Cycling: The Practice”. This gathering will bring together a dedicated cohort of youth workers from Romania, Spain, and Belgium, including participants who are blind or visually impaired, to master tandem cycling as a powerful tool for mobility and outdoor education.

The training is designed to move beyond the classroom and get participants into the saddle. Over three intensive days of practice, attendees will focus on the unique mechanics of tandem cycling, where the “pilot” (front rider) and “co-pilot” (rear rider) must operate as a single unit.

Key learning objectives include:

• Strengthening technical cycling abilities through direct outdoor sessions.
• Refining the specific verbal and physical cues required for effective pilot/co-pilot teamwork.
• Mastering risk prevention and learning how to plan routes that prioritize accessibility.
• Testing these skills in authentic outdoor environments to build confidence and autonomy.

Beyond the technical skills, the training aims to forge deep bonds of collaboration and trust. These lived experiences will contribute directly to the project’s flagship resource “Tandem for Inclusion: A Practical Guide to Inclusive Cycling”.

By the end of the week, these youth workers will return to their home communities not just as better cyclists, but as empowered leaders ready to ensure that the joy of the open road is accessible to everyone.

On April 4th, Carmen, Selma, Silviu, and I headed to CPSE Liège for a day that went far beyond a standard awareness session. As an ESC volunteer, I’m used to new experiences, but this session was special. We weren’t just there to talk; we were there to bridge the gap between “theory” and “reality” for the people who are shaping and will shape the next generation of our community: social studies students, educators and youth workers. The energy was infectious from the start. We didn’t just show them inclusive tools; we put them to work. This hands-on approach is vital because true inclusion starts with understanding the lived experience.

• Exploring Tactile Play: It was eye-opening to watch the students realize how a simple game changes when you rely on touch rather than sight.
• Navigating the Streets: We took the training outside, teaching the “human guide” method and white cane techniques. There is a profound shift in perspective that happens when you have to trust a partner to navigate the sidewalk (it builds a level of empathy that a textbook simply can’t provide).

The most important part of my day was the incredible exchange we had with the participants! We talked and exposed the Erasmus+ and European Solidarity Corps (ESC) opportunities for young people and the participants had so many questions about our projects, especially regarding my and Silviu’s journey as volunteers. By sharing our path we showed them that international opportunities are for everyone! Often, young people with disabilities or fewer opportunities feel that traveling abroad or volunteering in another country is a closed door – not only because of physical barriers but also due to socio-economic ones. They may never even apply because they don’t believe these programs are “for them”. But educators, teachers, youth workers are the frontline to open them! By sharing the possibilities to the youth, you aren’t just giving them a brochure: you are giving them the tools to gain independence, confidence, and be part of a global community they might never have dreamed of reaching!

Sofia Mangiaterra

Our journey started with an introductory seminar designed to melt the ice. On the very first night, we held the International Night, a vibrant celebration of European diversity. Standing with the Belgian team, I presented local specialties while tasting flavors from our neighbors in Germany, Luxembourg, and Liechtenstein. 

Of course, it quickly turned into a wonderful party filled with music and dancing! It was the perfect way to realize that while we come from different places, we share the same heartbeat: a goal to empower youth.

Throughout the week, we dove deep into the concept of intercultural learning, diversity and Inclusion, Communication, Conflict management, and International Project writing, and much more. We used creative tools like “identity flowers” to map out who we are: a difficult question that forces you to interrogate not only yourself but the world around you. 

In one of the most eye-opening exercises, we split into groups to create entirely new cultures: the “Spi” and the “Fa.” We developed our own social rules, values, and languages, then “met” the other culture. Without knowing each other’s codes or meanings behind gestures, we faced the raw difficulties of intercultural exchange.

This experience taught us how to deconstruct our own biases and explore practical activities to teach young people about diversity and inclusion.

Connected to this was our work on conflict management. We simulated being mediators in various contexts, learning the delicate balance of group dynamics. From this, I walked away with three new skills:

• Navigating cultural communication styles within a diverse team.
• “active listening” to ensure every voice is truly heard.
• Managing the natural tensions that arise when a group tries to innovate together.

The most rewarding part of the week was the “engine room” of project management. I worked closely with my peers to:

• Draft SMART Objectives: Writing specific goals for a project focused on environmental awareness and sustainable lifestyles.
• Co-Creation: Visualizing a project’s lifecycle, from the initial spark to budgeting and final impact assessment, on large sheets of craft paper.
• The Pitch: Developing the confidence to present our projects clearly and inclusively to the entire group.

Although, the learning didn’t stop at the classroom door; it continued through every meal, break, and late-evening conversation. One highlight was our city exploration of Trier, where we split into small groups for “funny tasks”: interviewing statues, taking photos with locals and much more.

After the city visit, we shared a group dinner in a rustic local restaurant, a moment filled with laughter but also a touch of sadness, knowing our time together was drawing to a close.

The final night was a huge goodbye party back at our accommodation. It was full of music, tears, and emotion, but also immense hope. We left with the promise to meet again and a shared drive to work together and give back to others everything we had the opportunity to learn!

Sofia Mangiaterra

IRHOV (Institut Royal pour les handicapés de l’Ouie et de la Vue) is composed of two schools specialised in supporting young people with sensory impairments. As part of his volunteering, Jasper will contribute to inclusive educational and extracurricular activities for students with visual impairments, supporting both learning and participation in daily school life.

During his first days in Liège, Jasper had the opportunity to become familiar with his new environment, meet the team, and take his first steps into the project. He visited IRHOV, where he was introduced to the students and teachers, and began to understand the context in which he will be working.

As he shared:
“I was so pleased to see the new environment. During my first visit to the IRHOV schools where I will be volunteering, everyone was incredibly open and friendly. I have already met some of the students and teachers.”

Beyond the school, Jasper also connected with the VIEWS team and his fellow ESC volunteers, starting to build relationships that will accompany him throughout his experience. Together, they explored the city of Liège and discovered new places.

“I also met the welcoming team at VIEWS and my two co-volunteers. Plus, I got to explore the city. I saw so many new, beautiful places.”

As part of his introduction to the local ecosystem, Jasper also visited La Lumière, where he discovered a wide range of activities and workshops supporting independence and creativity for people with visual impairments. This visit offered an additional perspective on accessibility and inclusion beyond the school environment.

We are very happy to have Jasper on board and look forward to accompanying him throughout his volunteering journey in the coming months!